2010-11 Parkway North High Library Annual Report

2010 - 2011 North High Library Annual Report

Spotlight on Collaboration

One of the highlights of this year for the library was our collaborative work with the World History CLT.
We collaborated with Joni Patton and Renee Boyd to create a World War II lesson (see examples on
following pages) on primary sources. Students were asked to work as historians to analyze and research
replicas of World War II documents, maps, and artifacts.

The essential questions guiding students’ work were:

 How can we understand moments in history by looking at the perspective of people from the past?
 How does an individual’s personal record of history reflect a larger history?

Our lesson addressed the following World History CLEs and Library Media Expectations:

 Social Studies: Distinguish between and analyze primary sources and secondary sources
 Social Studies: Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political
cartoons, audiovisual materials, continua, written resources, art and artifacts
 Library Media: Students will locate and use primary & secondary sources in various formats to
find information
 Library Media: Students will make connections between real life and information gathered
through research

2010-11 North High Library Annual Report

Lesson Plan

Course to which this lesson belongs: World History
Lesson Plan for
Unit to which this lesson belongs: World War II
Collaborative Lesson
Lesson Title: Analyzing WWII Primary Sources with World History CLT

Grade Level Expectations/Course Level Expectations:

Social Studies: Distinguish between and analyze primary sources and secondary sources

Social Studies: Interpret maps, statistics, charts, diagrams, graphs, timelines, pictures, political cartoons,
audiovisual materials, continua, written resources, art and artifacts

Library Media: Students will locate and use primary & secondary sources in various formats to find
information

Library Media: Students will make connections between real life and information gathered through
research

Essential Question(s): These open-ended provocative questions are designed to guide student
inquiry and focus instruction for “uncovering” the important ideas of the content.

How can we understand moments in history by looking at the perspective of people from
the past?

How does an individual’s personal record of history reflect a larger history?

Resultant Knowledge and Skills:

The student will know that…

primary sources give insight into the perspective people had of an event at the time it took
place.

secondary sources show how people looking back at an event choose to analyze and
interpret that event.

Time Frame:

One lesson

Assessment Evidence:

Document/Artifact analysis worksheet
Exit slip

Materials:

World War II documents and artifacts (replicas)
Document/Artifact analysis worksheets
Gloves and magnifying glasses
Internet access
Smartnotebook file with EQ and photos of primary and secondary sources
Exit slips

2


Classroom Arrangement:

Start at tables for Smartnotebook intro. Have the pairs then move to the library computers to do the
document analysis.

Instructional Sequence:

Display Essential Questions on the Smartboard:

“How can we understand moments in history by looking at the perspective of people from the past?”

“How does an individual’s personal record of history reflect a larger history?”

Ask students if they remember the primary/secondary source lesson they had in the library.

Display screenshot of primary and secondary sources.

Ask students, “Do you know which side of the screen is picturing PRIMARY sources? How do you know?”

Ask students, “Why is it important to study primary sources in history?” or “What can you learn from
primary sources that you cannot learn from secondary sources?” Discuss answers.

Ask students, “What can you learn from secondary sources that you cannot learn from primary sources?”
Discuss answers.

Tell students, “Today you are going to become a social scientist/historian/librarian working on document
analysis. If you were a professional analyzing actual documents, you would wear gloves to keep the oils
from your hands from degrading the paper. We also have magnifying glasses if you would like to
examine the document more closely.”

“In pairs, you will be analyzing primary source documents from World War II. Use the Document analysis
worksheet to guide you as you study the documents. As a pair, you will only turn in ONE WORKSHEET.
Be sure to put both of your names on the worksheet.”

Display example of worksheet on screen. “The questions at the top should be answered by just by
studying the document on your own. Questions at the bottom will require some research to answer.”

“As you answer the research questions, be sure to write down the Title of the Website where you found
your information, and the Author or Agency responsible for the information. Wikipedia is NOT an
academic source and may not be used to find your answers.”

“We will be handing out a packet that includes a laminated document from World War II and several
copies of a document analysis worksheet. Use only ONE worksheet per pair.”

“As you analyze the document, try to put yourself in the position of a person living during World War II
who would have looked at this document. How would it affect them?”

“You will have 30 minutes to complete the document analysis worksheet. The next time this class meets,
you will share with the rest of the class what your document is and what you learned about it.”

Wrap-Up:

Refer back to the Essential Questions.

Students answer exit slip: How did the primary sources give you a different insight on World War II?

3

Example of WWII Primary
Source Document used in
Lesson

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OfNCE OF ORICE ADMIRISTRATIOR
l.[9 zzoprs BU

e book ig valu&ble. Do not loee it.
:h strmp authori:os )rou to purchaae rationed gooda in tho quantitiea and at the timer
ignaled by the Ollice nf Price Admiuistratien. Wirhout the rtampa you u"ill be unabls
}{AH RAII{}N B00K No.
cf perdbn to
3 :ixr
INT IN T'U[L
rurchae€ those goode.
:aited instrrrctions concerning the .,.c o{ the bmk and the stamps rvill be issrred. Watcb -----{:::::------
oj}{-{- fru,*{,
-. ;Cl'ir.t hamG) (Middlo uarrrc) (Lret nano)
thoae instr:uctions so tlrat you will knorv bo*' to us'. your book and 6tampB. Yorrr Local
diiti*or nrrrrrber or rural route -----------------
r Frico and Rationing Board can givo you full information.
not throw thie bcrrk away wbcn all of the stompe havc been used. or u-ben the time for City or post omce j----------d------------!----
ir ne€ hr.e cxpired. You may be require<l to presolrt tbie b$ok when you apply for oubsa-
nt booke, ..i
w
!t
atinning is a vital part of your ccuntryos .ttar *flnrt. Any attempt to violate the rulea ie $l
trt to deny rolxreone hie ehor€. aad will crsrte h;rr{ship aud belp the cnemy. I
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urade ecarco"by war. Price ceilingn hrve uiao i*eu fo" yott. protection. Dealers Uaitod Sutsr Govornreat. It ir
qdlvful to dl it to any otLcr por-
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'
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rogulationr of t.ho O6e of Prie Street addrees
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OPA trbrra No. R-trro

4

Example of WWII
Primary Source

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5

Example of Document Analysis 2010-11 North High Library Annual Report
Worksheet used in lesson

Written Document Analysis Worksheet: War Ration Book

Type of Document:
Newspaper Map Advertisement
Letter Telegram Congressional Record
Patent Press Release Census Report
Memorandum Report Other _________________

Unique Physical Characteristics of the Document: (check one or more):
Interesting letterhead Notations
Handwritten “RECEIVED” stamp
Typed Other ____________________________
Seals

Date(s) of Document:

Author (or creator) of Document (may be a government entity):

For what audience was the document written?

Document information

1. Why do you think this document was written?

2. What evidence in the document helps you know why it was written? Quote from
the document.

3. List two things the document tells you about life in the United States at the time it
was written.

6

Example of Document Analysis
Worksheet used in lesson

4. Research the history of war rationing in World War II. Why did the government
introduce rationing?

5. List three items that were rationed during World War II.
a.

b.

c.

6. Search for a recipe from the World War II era that was especially created to use
fewer rationed items.
a. What is the recipe for?

b. Does the recipe suggest substitutions for rationed items? If so, what does
it suggest?

7. Imagine what it would be like if gasoline were rationed today because of the wars
in Iraq and Afghanistan. What changes would you have to make in your daily life
if gasoline were rationed?

7


A. Mission and Goal Statements

Parkway School District Mission Statement and District Library Program Mission Statement
The mission of the Parkway School District is to ensure all students are capable, curious and confident learners who
understand and respond to the challenges of an ever-changing world.

School Mission Statement
MISSION:
The mission of Parkway North High School is to develop self-directed, creative, critical thinkers who are socially
responsible people prepared for an ever-changing world.
VISION:
We succeed when our students:
 Request opportunities to learn beyond what is required and transfer their learning to new situations
 Recognize patterns and connections in order to create thoughtful solutions
 Read, listen and respond as critical consumers of information and ideas
 Communicate effectively using verbal, written, and technological means for various audiences and
purposes
 Seek to understand multiple perspectives
 Act upon their responsibility to others
 Create a climate of non-violence, peace and social justice
 Make choices that support a healthy and responsible lifestyle

School Library Mission Statement
The mission of the Parkway North High Library is to ensure that students are effective users of ideas and
information so that students may become life-long learners.

Parkway School District Goals, 2008-2011
1. Increase academic achievement and engagement for all students
2. Increase student success through providing a safe environment, promoting healthy behaviors and fostering
positive relationships.
3. Provide learning environments necessary for success in a competitive, global society.

District Library Goals, 2010-2011
1. Increased ownership and implementation of the Parkway Mission and Vision by school librarians.
2. Increased understanding and use of the UbD model.
3. Increased use of assessments. Increased student learning should be evident in the analysis of assessment
results.

School Library Goals
1. Essential Element: Reading
Our reading goals support the district goals and North High mission and vision of capable learners who are good
communicators and critical consumers of information.
Goals:
 Improve our fiction collection based on the preferences of our audience.
 Improve student awareness and readership of the Gateway Readers Award books.
 Assist students in identifying genres and books they are excited about reading.

2. Essential Element: Social Responsibility
Our social responsibility goals support the district goals and North High mission and vision of developing socially
responsible people who make good choices.
Goals:
 Improve student understanding of both unintentional and intentional plagiarism by providing an online
plagiarism tutorial.
 Reduce incidences of plagiarism in classes that have completed the tutorial.
 Increase prompt return and/or renewal of library items by providing better reminders and more incentives.

8


B. Overview of the Library Program
Library Program Highlights

Library Usage
One highlight of our library program is the high usage of the library. During the 2010-11 school year, the library
computers were used 82% of the time by classes. Students use the library individually during Academic Lab; we
had an average of 98 students per lab. We also had an average of 9 students working the library after school each
day. Before school each morning we have between 75-150 students checking out books and finishing up their
research and other projects on the computers.

Library Usage by Department, 2010-11
Department # of Classes Periods Lessons Assessment
Art 0 0 0 0
Drama/Speech 3 4 0 0
English 116 543 71 9
FACS 9 72 0 0
Foreign Language 12 15 0 0
Math 6 6 0 0
Physical Education/Health 3 6 0 0
Science 13 36 0 0
Social Studies 105 563 46 15
Special Education 8 13 1 0
Total 275 1260 118 24

Collection Maintenance
A project we are focusing on this year is updating our library collection. Maintaining the collection is an ongoing
process that includes both purchasing new materials and withdrawing outdated materials. We base our new
purchases on curriculum support, student and teacher requests, book reviews, and student surveys on reading
preferences. Our statistics show the success of our collection maintenance project:

Book Section Number old bks withdrawn Number new added Average Age Increase
Mystery 19 36 From 1995 to 1999
SciFi/Fantasy 118 119 From 1993 to 2001
Horror 12 30 From 1997 to 2000
Graphic Novels 0 127 From 2004 to 2005
Fiction 1170 294 From 1988 to 1994
Non-Fiction 2209 396 From 1982 to 1986
Biography 574 117 From 1986 to 1996
Collected Biography 139 37 From 1985 to 1999

Overall, from March 2010 to May 2011 we withdrew 4241 outdated or damaged books and added 1156 new books.
This helped us raise the average age (copyright year) of our entire collection from 1985 to 1990.

Circulation Snapshot
This year, we took a snapshot of our circulation statistics from September, October, January, and February, and
compared the number of checkouts to those at the other high schools. We found that overall North had the highest
circulation out of all four schools, including those with larger populations:

Comparison of book checkouts across all Parkway high schools

Sept. checkouts Oct. checkouts Jan. checkouts Feb. checkouts Total
North High 1415 932 654 628 3629
West High 865 896 665 635 3061
South High 616 518 414 277 1825
Central High 294 370 409 435 1508

9


In comparing North High’s 2010-11 total checkouts to our total checkouts last year, we were only up by about 2%
overall. The dropoff occurred during second semester. Our first semester checkouts were 21% higher than last
year’s first semester, but we fell from 3007 checkouts during 2nd semester of 2009-10 to only 2303 checkouts during
2nd semester this year.

Our strategy to try to promote more reading during 2nd semester will start with the freshman and sophomore English
teachers. These teachers bring their kids in frequently during 1st semester for book talks and book checkout, but it
doesn’t happen as often starting in January. We are going to collaborate more with these teachers during 2nd
semester to try to keep kids reading all year round.

One interesting statistic to note is that book checkout by juniors almost doubled over last year, from 954 checkouts
to 1816 checkouts this year. Historically, juniors are always the class with the least amount of checkouts each year.
This year, their checkout numbers far exceed those of the seniors!

North High Library Material Checkout: 2010-11
1st Semester 2nd Semester Year Total
Books 4507 2280 6787
Audio/Visual 226 232 458
Reference 81 85 166
Professional 26 17 43
Periodical 271 165 436
In-House 323 936 1259

Total ckos all users 5434 3715 8691
Female 2165 1271 3436
Male 2350 1030 3380

Freshmen 1414 571 1985
Sophomores 1386 707 2093
Juniors 1083 733 1816
Seniors 631 292 923

Total student ckos 4514 2303 6817

Library Staffing and Schedule
The library is open from 7 am to 4 pm Monday through Thursday, 7 am to 3 pm on Friday, and to students during
lunch. Scheduling is completely flexible; librarians and teachers collaborate on scheduling time for classes,
orientations and other library instruction, and providing lists or carts of library resources for student use.

Chris Johnston, Library Media Specialist and Department Leader
Eve Diel, Library Media Specialist and Library Webmaster
Dite Totarsky, Library Secretary and Principal’s Newsletter editor
Fred Friedman, Computer Resource Specialist
Polly Weidhas, Computer Resource Specialist
Volunteers: two parent volunteers

10


Librarians’ Professional Activities

Professional Memberships:
 Missouri Association of School Librarians – Eve and Chris

Professional development, training sessions or other presentations delivered to staff
 Eve and Chris presented tips from MASL sessions at a Library Technology Workshop
 Eve presented at MASL: “What, a Library Curriculum? We’ve Got One!” on April 18, 2011
 Eve and Chris presented the library databases to the new Parkway librarians during New Teacher
Orientation
 Eve trains elementary librarians on technology applications, and helps update and maintain Webbuilder
library pages and the Library Resources Moodle
 Chris trains elementary librarians on running and exporting Horizon library reports (showing statistics on
library circulation, creating new book lists, etc.)
 Eve gave a presentation on the METC workshop sessions she attended at a Library Technology Workshop

Professional development attended as a participant
 Missouri Association of School Librarians conference, Chris and Eve
 METC Conference, Chris and Eve
 Professional Development CLT with the Social Studies department, meeting on early release days, Eve &
Chris
 Library Lesson Study coach, Eve
 Library Technology Workshops on: Follett Resources and Moodle Eve & Chris; Using Technology to
Gather Assessment Data Eve; Web Evaluation Eve & Chris; 21st Century Library Design Eve; METC
Sharing Eve; MASL Sharing Eve & Chris
 Librarians and Assessment, Eve & Chris
 Learning by Design on PD Days, Eve & Chris
 Adobe Soundbooth and Photoshop training, Eve & Chris

Service on Parkway committees (district, building, librarians)
 Social Justice Committee at North High, Eve
 North High Building Technology Committee, Eve & Chris
 Library Technology Workshops committee, Eve, co-chair of planning the 6 yearly workshops

Other meetings attended
 Department leader meetings, Chris
 Faculty meetings, Eve & Chris
 District librarian meetings, Eve & Chris

Assessment of Reading and Social Responsibility Goals

1. Essential Element: Reading
Goals:
 Improve our fiction collection based on the preferences of our audience.
 Improve student awareness and readership of the Gateway Readers Award books.
 Assist students in identifying genres and books they are excited about reading.

Part 1 of Reading Goal Assessment plan: Student Book Talk Survey

To measure whether students are interested in the Gateway Readers Award books and are excited about reading in
various genres, we will administer a brief survey to students after the library book talks, and will save the survey
data using a Google form exported into Excel.

11


Plan Implementation.
Librarians administered the following survey to 139 freshmen and sophomore students after the library book talk:

Book Talk Survey

1. During the library book talk, I heard about a book I really wanted to read.

1 2 3 4 5
Strongly Disagree Str ongly Agree

2. What genre of book most appeals to you? Circle as many as you like.

Sci Fi/Fantasy Mystery Real life Romance

Non-fiction Horror Graphic Novel/Manga Historical fiction

3. Which Gateway book did you check out? ________________________________

If you didn’t check one out, which one would you like to read in the future?

_____________________________________________________________________

Student response data:

During the library book talk, I heard about a book I really wanted to check out.

Strongly
Disagree, 10, Only 59% of students chose either
Strongly 7% “Strongly Agree” or “Agree” when
Agree, 39,
28%
Disagree, 12, asked if they heard about a book
9%
they really wanted to check out
during the book talk. We believe
that our library has a wide variety of
Neutral, 35, books to appeal to all students, so to
25%
increase interest in our books, we
Agree, 42, plan to develop more book talks in a
31% wider variety of genres.

What genre of book most appeals to you? Circle as many as you like.

73
80 We were surprised that 73
70
60 students chose mystery as their
46
50 44 43 41 favorite genre, since the
40 29 checkout of mysteries at our
30
20
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10 think this may be that so many
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12


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Many students indicated on the survey that they were interested but couldn’t remember a title to write down. Since
our goal was to find out if they were interested in the Gateway books, not simply a memory test, we should include
the titles of the books on the survey in the future so students can select the ones they are interested in.

Part 2 of Reading Goal Assessment Plan:

Determine if we are meeting students’ needs by improving our fiction collection in genres students are interested in.

Plan implementation:

We posted a Google Form survey on our library web page to get student feedback on what they like to read. The
responses were as follows:

The “Other” responses included: Stephen King,
bathroom flyers, classes, Amazon, Barnes & noble, people,
teachers, friends, Time’s top 100 novels

13


The “Other” responses included: Political science
fiction/fantasy, fictional fantasy, trivial record books,
technology magazines, adventure/thriller, comedies, action
adventure, adventure, action, drama

Based on this data, students are especially interested in Mystery and Sci-Fi/Fantasy, followed closely by
Romance, Real life fiction, and Horror. Our collection development statistics show that we added 243 titles in
these areas:

Genre New books added in these genres
Mystery 36
SciFi/Fantasy 119
Horror 30
“Real Life” (loosely defined) 44
“Romance” (loosely defined) 14

Total: 243

14


Part 3 of Reading Goal Assessment Plan: Gateway Award Book checkout

To measure whether student checkout of the Gateway Books has improved over last year.


Each year, 15 young adult books are chosen as nominees for the Gateway Readers Award. To promote these books
for the 2010-11 school year, the librarians provided the following:
 book talks to promote these books during Freshman orientation
 SSR book talks on these books for Sophomore English classes
 a presentation using Prezi as a visual aid during the Gateway book talks
 a special display highlighting these books
 book summaries of all the books on our bathroom book flyers

We used circulation statistics to see if checkout of the Gateway books improved over last year. Last year, the 2009-
2010 Gateway Award nominated books were checked out a total of 240 times. This year, the 2010-11 nominees
were checked out 267 times, an improvement of 27 checkouts. The breakdown of checkouts by title is as follows:

Title Checkouts
Musician's Daughter 4
Disreputable History of Frankie Landau-Banks 8
Three Little Words 10
Good Enough 11 Since so many students check out Gateway
Sweethearts 11 books at the beginning of the school year,
Juvie Three 12 we provide a waiting list for students so they
Shift 13 can get a copy of the book when it is returned.
Playing with Matches 15 However, many students fail to return
The compound 16 their books on time; many keep them until
the end of the semester. The checkout
Paper Towns 22
of Gateways would be much higher if more
Stealing Heaven 22
students returned their books after two weeks.
Graceling 24
Wake 25
Lock and Key 29
Hunger Games 45

Total 267

2. Essential Element: Social Responsibility

Goals:
 Improve student understanding of both unintentional and intentional plagiarism by providing an online
plagiarism tutorial.
 Reduce incidences of plagiarism in classes that have completed the tutorial.
 Increase prompt return and/or renewal of library items by providing better reminders and more incentives

Part 1 of Social Responsibility Assessment plan: Online Plagiarism Quiz using Quia

To measure whether students understand about plagiarism, students will take a 10-question plagiarism quiz through
Quia after taking the Online Plagiarism Tutorial.


Students in all of Joni Patton’s Social Studies classes were required to take the plagiarism tutorial and quiz. Mrs.
Patton required that all students score 100% on the quiz, but they could take the quiz as many times as they needed
to score 100%. The quiz questions were as follows:

15


1. When you put information your own words instead of using the exact words from your source, it is called: (1 point)

plagiarizing

quoting

documenting

paraphrasing

2. Your friend has already taken a course that you are taking now, and gives you his paper. You re-type the whole paper,
changing words here and there and inserting a few new ideas. Is this plagiarism? (1 point)

Yes

No

3. Why do people plagiarize? (1 point)

Not enough time to do the work

It's easy and they don't think they'll get caught

Pressure to get good grades

All of the above

4. Is this an example of plagiarism?
From Encyclopedia Britannica:
Dinosaurs were so dominant that the Mesozoic era was called the Age of Dinosaurs. Their name comes from the Greek
words deinos, meaning “fearfully great."
You write: Dinosaurs were so present that the Mesozoic era was often referred to as the Age of Dinosaurs. The name
dinosaur originates from the Greek words deinos, which means "fearfully great." (1 point)

Yes

No

5. Quoting directly from sources is acceptable if you: (1 point)

Tell a friend

Cut and paste

Use quotation marks and cite the source

Re-type it word for word from the source

6. You copy a paragraph directly from an article you found in Encyclopedia Britannica. You cite the source but forget to
use quotation marks. Is this plagiarism? (1 point)

Yes

No

16


7. Information that is "common knowledge," such as, "The Golden Gate Bridge spans San Francisco Bay" does not have
to be cited. (1 point)

True

False

8. You find a unique idea in an article, so you use it in your paper. You don't bother to cite the source of the idea because
you've expressed it in your own words. Is this plagiarism? (1 point)

Yes

No

9. It is most important to document your sources at the end of a paper because: (1 point)

It helps you to better understand the paper topic and will prepare you to discuss it in class

It is a good lesson in following the specific rules from the citing guidelines on our library web page

It gives credit to those whose information and work you've used in your paper, and allows anyone
reading your paper to determine the original source of information you have cited
It saves you a lot of time by making it easier to use the same sources for other papers in other classes

10. You write the original draft of your persuasive essay, but then your writing tutor drastically re-writes your original
paper. You submit the new edited version to your English teacher. Is this plagiarism? (1 point)

Yes

No

Student data: Mrs. Patton required that all students score 100% after unlimited attempts. We measured how many
attempts it took students to reach 100%.

Students attempts to score 100% on
Plagiarism Quiz
The data shows that 77% of students
took just 1 or 2 attempts to score
1 attempt, 100% on the quiz. This indicates to us
42, 48%
that the majority of students had a
strong understanding of what
constitutes plagiarism after taking the
2 attempts, tutorial.
5 or more 25, 29%
attempts, 6,
7%
3-4
attempts,
14, 16%

17


Part 2 of Social Responsibility Assessment Plan:

Compare plagiarism incidents from last semester to the current semester after students have taken the plagiarism
quiz.


Mrs. Patton had 11 incidents of plagiarized papers in her honors classes during the spring semester. After her fall
semester students took the plagiarism tutorial, she only had 2 incidents of plagiarized papers in fall semester.

Part 3 of Social Responsibility Assessment Plan:

Measure whether or not students in Academic Labs improve their rate of book return and/or renewal.


We believe that one way students can be responsible library users is by returning and/or renewing their items by the
due date. This also shows respect for others since it allows other students to take a turn in checking out the material.
We have noticed that we have between 400-500 students every month who have overdue or lost items, and we
would like students to take more responsibility in returning their library items on time.

We began an Academic Lab Challenge. We sent out purple “library reminder” slips to students in Academic Lab
who had overdue or lost books. The academic lab who showed the greatest of improvement by returning or
renewing the highest percentage of their overdue books received a pizza party as a prize from the library. Sarah
Berk’s Academic lab won the pizza party this year!

Unfortunately, Sarah Berk’s lab was one of only 18 Academic Labs who reduced their number of students with
overdue books. The other 62 labs continued to have many overdue items, even after we announced our Academic
Lab challenge.

We then tried another strategy for overdue notices; we began emailing instead of mailing lost and overdue reminders
to students and parents. Although we have not found a way to formally measure the results, we anecdotally noticed
a large amount of book returns shortly after the emails were sent. We plan to continue this email strategy, and are
also investigating ways to put the replacement amount for lost books into Infinite Campus in the future.

Report submitted 5/25/2011

Chris Johnston and Eve Diel

18

2010-11 Parkway North High Library Annual Report

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