Week 11 - The Final Presentation

The assignment this week was to create a conference proposal using what we have learned this semester.  I chose resources for elementary school.  I had a good time making the presentation and I seriously think that I am going to submit it as a proposal for the VAASL Fall Conference (depending on what the professors think of it, of course!)

I am sad to see this course ending.  This was a class of discovery and I really enjoyed learning about all of the resources that are out there is cyberspace.

I would be remiss if I did not thank my classmates for their advice, suggestions, and comments throughout the summer.  I had a great partner for the video project and a great section of classmates to talk to every week.  I wish you all the best as you embark on your library careers!  

Week 10 - AASL Best Websites for Teaching and Learning

From the AASL website: http://www.ala.org/aasl/standards-guidelines/best-websites/2013

The American Association of School Librarians (AASL) released a list of the best websites for teaching and learning. I spent some time looking at the sites.  There are some that are amazing for elementary students and libraries.

The first is Wonderopolis.  For some reason, I feel like I have mentioned this website somewhere before, but it is pretty cool.  The purpose of the site is to answer questions.  There is a wonder of the day (today's wonder is "What are Hors D'oeuvres?") that the students can explore.  There is a written description that the students can read or listen to.  There is a tab for more information, including pictures, links, and recipe ideas for this topic.  Another tab has a list of vocabulary words for the topic.  There is even a comprehension quiz.  It can be used in the classroom or library because there is a search feature to match the wonders to common core standards.  The students can explore the site during independent computer time in the classroom or use the site as a research tool in the library.

The next site that I found interesting is 19 Pencils.  It is sort of like Pinterest for teachers.  I was interested to see what it could do.  Unfortunately, the free option is a bit confusing and difficult to use.  I created a classroom page that I can pass on to my parents.  The site says it is an educational resource for educators and the opening page has three very interesting sites, however, the search feature is not limited to educational resources.  It is no easier than searching through Google.  I would prefer to just use Pinterest.  If I could ever figure it out, this site could be used to give parents online resources that they could use at home in an easy place.  The site would be added by the teacher or librarian and would fit the school population and curriculum.

The final site is Garbology.  This is a site to teach kids about where their waste should go.  There are resources and games for parents, teachers, and students.  In the For Teachers section, there are lesson plans, categorized by grade level that are very creative and get the kids thinking and moving.  The For Students section has fact sheets and activities to try at home.  The activities and fact sheets would need to be modified for younger children, but they could still participate.   There is also a section for activities for families.  The main part of the site is a game where students decide where the waste should go.  Once they make a choice, a video pops up to tell them a little more about their choice.  This would be a great resource for a difficult standard to show the students.  It is covered at every grade level and this site is a wonderful resource!

Week 9 - QR Codes

Robin Ashford (2010).  What is This - QR Code. http://www.flickr.com/photos/25095603@N07/5022258350/in/photolist-8DNord-9kxhMz-89QSaE-9B3ewk-8DVR34-djXE2s-crAYbb-7NQjpN-bycK1S-8rjjrC-9KUVs5-8Udtgv-8vvvmu-8vvvpW-8vvvgY-8vssie-8Ugys5-9KSKFg-8DNojw-8L8mqR-8Lbrnw-8L8nwH-9p77om-9uAn2g-8DYfwq-979zCS-976v3v-8UBCqb-9pFrzM-8Lbs9d-8Lbsvq-8L8nSZ-8LbrgU-8Lbsgj-8L8ncr-8LbrP1-8L8n52-7H9AgX-9cSbQu-9cP6GT-9cSbKA-ajshUG-ajshAQ-ajsh6L-ajpuen-9eiM83-8F69Sw-979zLN-7GEhME-bhJYeB-9kH2LP   

This week I have learned all about QR Codes. Now, for full disclosure, I don't have a Smart Phone or anything with an i in front of it that would read a QR code.  So, now you know.  But, I made one that links to this blog.  Now I can hand out business cards or flyers for parents that will send them right back here.

I used the I-Nigma to create this QR code.  It was really, really easy!  I could use this in the library to send kids to a website that tells them all about the time or event for a historical fiction display or to an author's website for an author study display.  I could post instructions through QR codes all around the library.  The possibilities are endless....if only my library had a device to read the codes.

I was even able to make a QR code that would talk.  I did it at QRVoice.  I could use this one to tell the kids little blurbs about books and displays in the library.

I love the idea of linking QR codes to book trailers!  What a great way to get kids excited about books!

Week 8 - Websites, Wikis, and Blogs (oh my!)

This week I got to explore the world of websites, wikis and blogs (oh my!)  {Note - if you are too young to understand the movie reference that I made right there, then please let me know.  I would be happy to introduce you to one of the cinematic greats and the book that goes along with it!}

The internet has been inundated with blogs, wikis, and websites.  Kids think that everything they read on Wikipedia is true.  There is a blog for everything you can think of - food, running, parenting - you name it!  There are even "professional" bloggers.  Websites make the world go round.  Families pick schools based on the school website.  I check websites frequently for information about people and places.

So, what's the difference and which is best for a school library?

WEBSITES are the "traditional" way to post on the web.  While there are "easy" ways to make a website with Google Sites or other website builders, it is still challenging to create a website.  They are useful and can help get the word out about the library, but a website is really a way to distribute information.  There is not much you can do to foster a conversation on a website.

WIKIS are the new kid on the block.  You may have heard of Wikipedia.  These are websites that can be changed by any user.  It's a collaboration, so any registered user can alter the content.  (Hence the reason why teachers and librarians are a little nervous about Wikipedia.  Students believe anything they read on the Internet, but if any registered user can make changes, the content may not be accurate.)  Libraries can use wikis just like websites or blogs.  It is a way to get information out to the users.

BLOGS are my personal favorite.  A blog is a shortened way to say web log.  The owner of the blog can post to the site, adding pictures and narrative or videos or sound to the site.  Anything that has HTML can be added.  There is a little more room for interaction with the users because readers can comment on blog posts.

Let's look a little more closely at  BLOGS.

According to Google, a blog is a web site on which an individual or group of users record opinions, information, etc. on a regular basis.  

Pros

• Easy to create
• Easy to maintain
• Works like a website - links can be added
• Allows for two way communication between the blog owner and users

Cons

• It costs money to buy domain space to a blog.  Most blogs have the host in the web address.
• Unless the site is extremely popular, it can be difficult to search for a blog.

Great Examples

• The Daring Librarian - http://www.thedaringlibrarian.com/
• This blog is great because it is updated often and has a lot of information about technology for libraries.  The blog is a little busy for me - I prefer clean lines and white space (or blue space or anything that is not covered in print) but this blog has it all.  There is a link to Twitter.  There is a list of most popular blog posts.  Her library blog (http://daringlibrary.edublogs.org/) has some of the same information, but is a little less busy.
• Springston School Library Blog - http://springstonschoollibrary.blogspot.com/
• I love this this one is a blog disguised as a website.  There are headers with information about library procedures, links for reading, web resources, and resources for parents.  The blog is clean and easy to navigate.  Parents and students can use the blog as a 24 hour library.

Week 7 - Audio Files

This week we are looking at the wild and wonderful world of audio files.  The audio file at the top of the page was created with a program called Voki.  This free, online program allows the user to create speaking avatars.   The audio file can be 60 seconds long.  There is some advertising on the site, but it is not distracting or overhelming.  It is very easy for the user to point and click to create the avatar.  Sound can be added by calling and recording the message, typing the words and having them translated with Text to Speech, recording with a microphone on the computer, or uploading an audio file.  The finished file can be emailed, shared on social media, or embedded into a website or blog with the HTML code.  There is a function called Voki Classroom that allows teachers to set up and manage the program for the classroom.  There are even lesson plans using the program.  (One that I noticed was for a first grade classroom.  It used Voki to present a line from a story and the students had to choose which character said that line.)  Voki Classroom is a paid service and the subscription is $22.95 for one year or $44.95 for two.  This program could be used in the library for the students to give book talks to share on the library blog.  It could be used in the classroom to give 60 second presentations.

I also looked at AudioPal.  AudioPal is similar to Voki, but there is no visual component.  Students can ad audio by calling and recording, typing the words, recording using a microphone, or uploading an audio file.  AudioPal uses a toll free number to call and record, where Voki does not.  This time I used the text to speech feature.  The initial screen is very busy, but once the user opens the recording tool, the site is very easy to use.  You record the audio, preview the audio, and then type in your email address to receive the finished audio file.  This website can be used in the same way as Voki, but the avatar feature in Voki makes that site a little more student-friendly.

Audio recording software >>

The final site I explored was Vocaroo.  I got tired of hearing myself, so I let my two year old talk.   Plus, he's pretty cute and he thought it was funny to hear the playback.  Vocaroo was the easiest of the three sites to use.  The opening screen had the big, red record button, so there was no question about what to do.  After a slight technical difficulty with the program finding the microphone, we were ready.  While this program was the easiest, I really liked the talking avatar at Voki.

Adding audio files to the blog helps keep things interesting.  The audio files also make the blog more accessible to users who have trouble seeing the screen or reading the words.  I would use audio files as a way to get the students involved.  Recording their writing helps incorporate writing standards as well as oral language standards.

Week 6 - Campus Visit Overview

Scott McLeod (2013).  Technology is a given.  http://www.flickr.com/photos/93393982@N00/8399337241/in/photolist-dNdNkk-7ENXBZ-aKzvE4-dZE3LC-arQ9ML-eWf2hQ-8o5MRu-efoWfy-7K2eWC-7JXjtK-7JXjxR-7K2eYC-7JXjAp-7K2f3y-7JXjzi-7JXjuH-7JXjyt-7JXjA8-7JXjw8-7K2eY1-bz9fgS-89KRMv-89vnhv-8o5N6s-8o5Mif-8o2AWB-8o5LHo-8o2B2T-8o5Mxs-8o5LXW-8o2BcP-8o2BC6-8o5Mnu-8o2Bp6-8o5LxY-8o2BYc-8o5MD3-8o5MYE-8o5LDj-8o5LtN-8o2Cs2-8o5M7Q-eiS8nD-eiSgUz-eiXJUu-eiSbNH-eiY2LG-eiXXfj-eiSgGz-eiSa4R-eiRZuP

This week included a visit to Old Dominion University for face to face meetings with our classmates and professors.  In addition to creating the video you saw here, we had the opportunity to explore many different technology formats over the three days. 

The first day was filled with video production, however, the second day we got to explore an iPad filled with free apps.  There were apps for all grade levels and all subject areas.  My partner for this activity was a high school government teacher.  (You may remember that my experience is with little folks, so the apps that got us excited were very different!)  One app that we both could agree on was a Bone app.  We could click a button and break a bone and then magnify and explore the break all the way to the atomic level.  While I am sure this app has a practical use in a high school anatomy class, for my elementary mindset, the app was just cool.  I think that many fourth and fifth graders would be enthralled with app, just because it's cool.  

The day continued with a skype meeting about ebooks and a meeting on Adobe connect.  I sat through those presentations thinking about how amazing it would be to do an author study and invite the author to the school via skype.  It's amazing how we can open the world to students with technology.

We also had a presentation on assistive technology and all that it can do for students, from text magnifiers, to pencil grips, to an alternative mouse for the computer.  As the presenter said, "not all mice are created equal."  There are so many amazing ways to help students access the material and succeed.

The final interaction with technology was a virtual classroom.  It was filled with 5 avatars, controlled by college students in Florida, that could talk to me and interrupt and ask questions while I was giving them a booktalk.   It was almost like a simulator for driver's education.  It was realistic, but not real.  It gave me an idea of what it would be like to walk into a classroom full of teenagers without having to actually walk into a classroom full of teenagers.

While the technology experiences and presentations were informative and worthwhile, I think that the most exciting part of the campus visit was getting to know the professors and my classmates.  The lack of personal interactions is something that is missing for me in online learning.  Now, when I see a post, I can match a face to the name.  That will make this online adventure much more personal from here on out.  

Week 6 - Video Production

This week we came on campus to create and publish a video using the Videolicious app. You can see our finished video here. http://youtu.be/4hfkTe5KAN0  (We know....it's Oscar worthy.  Get your popcorn and we will see you at the Kodak Theater in February...Best Short Documentary...hands down!)

It was an exciting experience to create this video.  We worked in pairs or small groups.  The first assignment was to create a storyboard to plan the video.  This was a little interesting because it was all done through our online discussion boards before we got to campus.  Luckily, I had an amazing partner.  She gave her input and did her part from vacation.

After we turned in the storyboard, we came to campus and picked up our iPads.  (Yep, that work of art was created entirely on the iPad.)  We got our final instructions and set off on the hunt for parking services.  Our production timeline was 4 hours, so we were moving quickly.

My partner was the videographer because she had more iPad experience.  With our time constraints, having me fumble around with the device would have been frustrating for everyone.  We checked off the pictures and videos that we needed from our storyboard plan.

Videolicious is really an easy program to use to create videos.   It's a point and click/drop and drag program.  It walked us through all of the steps, from image selection, to voice over, to background music.  Then, with the click of a button, our amazing video was finished.  Really, the hardest part was figuring out how to get the video out of the app and off the iPad and into our email and to YouTube.

As you can probably tell from looking at the video, Videolicious does not offer many features to create cinematic greatness.  There was not an option for transitions or changing the music.  But, the program made a nice little (1 minute or less) video.

This could be a great tool in the library.  Students could create booktalks for their peers or instructional videos for how to use the library or where to go to find information.  It's easy enough for students to use with little instruction.

I had a great (albeit it HOT) time running around campus making this video with my partner.

Week 5 - Digital Storytelling

From the cover of my Storybird book

This week I explored a number of website dedicated to digital storytelling.  My ultimate goal is to find a job in an elementary library, so I looked at these sites with elementary students in mind.

Storybird

I created a quick little story about life with twins.  You can find it here.  The program was very easy to use.  You log in, pick artwork, drag the artwork to the blank page, and add the words.  The most confusing part was what to do with it at the end.  I could find my finished product on my homepage, but it took a minute to figure out how to publish it.  I would use this with students across all grade levels as a brainstorming tool and then a publishing tool.  It would be difficult to come up with a great story to match the picture if you write the story first.  The students could look through the pictures to brainstorm a good story.  They could even put their pictures onto the pages in the order that they want them and then write the story.  Younger children could do this in a group setting for a writer's workshop mini lesson on how to craft a story.  Older students (probably 2nd or 3rd grade and up) could use this program across the curriculum.  In looking around on the site, I found a variety of stories, from simple color books to well crafted coming of age stories aimed at young adult readers.

See the full PicLit at PicLits.com

PicLit

Compared to Storybird, PicLits is a little easier to use.  You choose an image.  Suggested words are given for each picture that can be dragged and dropped onto the image or you can choose freestyle mode and write your own.  However, it was a challenge to decide WHICH words to put with the picture.  I think that this resources is fantastic for sparking imagination, it would be hard for new readers and writers to get the most out of this resources.  Perhaps I will change my mind when PicLits allows users to upload their own pictures.  That feature would make this site much more accessible to elementary students.

DomoNation.com: To the Library by mrsjem

Like it? Create your own at DomoNation.com. It's free and fun!

Domo Animate

The final site on the list that would work with elementary students is Domo Animate.  This is a drag and drop site.  While I was searching around, I found videos that talked talked about no bullying, Internet safety, to a welcome to 4th grade video.  The drop and drag features, combined with limited text make this site easy to use for all students in an elementary school.  Even kindergartners can create a video without words.  Older students can make videos to share the content they are learning in the classroom and the library.

Domo Animate and Storybird are the two sites that I liked the best this week.  I would use them differently in the classroom or library, but they are both good for elementary school students.

Week 4 - Infographics

Faster than the Couch | Create infographics

I used a website called infogr.am to create my infographic.  The site was pretty easy to use.  I picked a template and plugged in my words and information.  There were tools to add images or different types of charts or graphs.  

I faced two major challenges while I was trying to complete this assignment.  The first is that my brain just doesn't think this way.  After reading through all of the examples and watching the videos, my brain hurt from trying to process the information.  I prefer lists and words and simple graphs....tell me what you want to tell me.

The other major challenge that I faced was deciding what to make the infographic about.  I was a bit overwhelmed by the format and finding information that fits the format.  Finally, I decided on times for my half marathons.  While the data is not going to show me breaking any land speed records, it's data that is quantitative and lent itself to an infographic.

One lesson learned was to make sure that there is enough data to create the infographic.  Also, be mindful of proper graphing techniques.  It's very easy forget to label the axes or title the chart.

I can see many ways that this tool can be used in a school setting.  It can be used across the curriculum.  For early elementary, the infographic can be an early data collection tool.  Older students can make an infographic for just about any topic in the curriculum.  The only hesitation I would have to requiring this type of display is the stress it would cause learners who think like I do.  I thinking that adding the infographic as a choice for information presentation is a compromise for all types of learners.

Week 3 - Image Editing

Jessica Meier (2011).  Fenway Park.  From my personal computer, manipulated at Big Huge Labs.com.

This week we got to play with image editing tools.

The first was Big Huge Labs.  This site has a number of tools - from making motivational posters to creating magazine covers to designing trading cards - to edit pictures.  The site is pretty easy to navigate, but once a tool is opened, the screen is a little cluttered.  It could be difficult for younger students, struggling readers, or students with sensory concerns to use.  Students who are very good with the computers would have no problem with the site.   This would be a great assessment tool for any subject.  The students could make posters, magazine covers, or trading cards to show what they know about a topic.

Next, I explored Image Chef.  This site has stock photos where the students can add text.  There is also an option to upload a photo.  One tool I found interesting was making Wanted posters.  Students could upload pictures of famous Americans and create Wanted posters with information that they have learned.  The could do the same with literary characters at the middle and high school level.

Foldplay takes photos and turns them into puzzles, FoldBooks, kaleidoscope puzzles, or poly puzzles (double sided, double shaped puzzles).  I can't see using the puzzle features in the classroom or library, but I love the FoldBook feature.  This feature could be used at all of the grade levels for book publication.  Younger students can write easy books about themselves or their families or even tie the book into a content area resource.  Older students can write study guides for a younger audience or even books for their content areas.  The possibilities for this feature are endless and helps the students become instant authors.

Jessica Meier (2011).  Green Monster Chairs.  Manipulated at www.tuxpi.com

The final image editor that I explored was Tuxpi Photo Editor.  This site boasts 58 photo editing tools, from adding boarders and effects to other fun effects.  Students can make motivational posters on this site as well. Outside of the motivational poster tool, there is also a Breaking News tool.  This could be used to help the students get to the point with their presentations.

Manipulating images was fun to try this week!

Week 3 - Bloom's Taxonomy

Official US Navy Imagery (2011).  Sailor crosses finish line in 5K run for Navy Chief birthday.    http://www.flickr.com/photos/56594044@N06/5601169958/in/photolist-9wXsFQ-8RkwoZ-9Tf65D-axoYiU-axmgwx-aukY7a-7Qm8fQ-cgpoGu-azLo3D-7QhJkK-7QkSff-7Qm3Po-aorrP6-aormXk-aoroK4-aou6XE-aors6V-aou5Bh-aorrXe-aornoB-aorsPv-aou5MQ-aou5pG-aou6cN-aormNF-aortc4-aorfWp-aoucch-aouezq-aou1au-aorfLB-aoruUR-aorga8-aoubFY-aortpK-aou6nE-aou6wQ-aou7w7-aormix-aoucVy-aorgs6-aoueJW-aou2BA-aou3uq-aorftB-aorj44-aou1c9-aori2P-aoubbS-aorooR-aornQi  

Questions about the picture based on 

Bloom's Taxonomy

Remembering (formerly Knowledge) - Basic Recall

1. What color is this man's shorts?
2. How many people are in this picture?

Understanding (formerly Comprehension) - Explaining 

     1.   Explain what this man is doing.

     2.   Tell what his job is.

Applying (formerly Application) - Using the information in a new way.

     1.  What kind of equipment do you need to do this sport?
     2.  Draw a picture of what this man looked like at the beginning of this race.

Analyzing (formerly Analysis)- Distinguishing among parts

     1.  What can you tell about the day from this picture?
     2.  How is the man feeling?

Evaluating (formerly Synthesis) - This level of the taxonomy has been updated by Lori Anderson in the 1990s to reflect changes in teaching and learning.  The new level - Evaluating - asks students to make a decision/choice and defend it.

     1.  Was this man the first person to cross the finish line?
     2.  Why did he choose to run this race?

Creating (formerly Evaluation)

     1.  Design the medal that this man received at the end of the race.
     2.  Create a course map for a running race.  The map does not have to be to scale.  The race should be 3.1 miles long.  What kinds of things should be along the course?  Include a map key.

Week 2 - Word Clouds

Created by Jessica Meier (2013).  Library.  www.wordle.net

Did you find yourself asking what a word cloud is?  Don't worry, I did too.  When I saw it, it clicked that I had seen them before.  I thought they were pretty cool, but I had no idea how to make one.

The word cloud above was created at www.wordle.net.    I added some words about the library (this is by no means and exhaustive list) and pressed go.  This cool thing came up.  I could change the color and the font and the shape, but I thought this one was pretty cool.   Wordle was very easy to use.  The text box was blank.  I filled in the words and...voila.   

There is another website for making word clouds.  It is www.tagxedo.com.  I found this one a little more confusing to use.  You can search by a number of different suggestions (News, Twitter Handle for example). I searched in the NEWS search box using Oklahoma tornadoes.  A bunch of words in a shape came up.  I was able to change the font, shape, color, etc, but I was not able to type in the words I wanted.  I typed in my personal blog's URL and a pretty cool word cloud came up about my running adventures.

Word clouds could be a great way to assess learning.  Students could type in all of the buzz words on the topic of the day (either in the box or on a class or library blog) and then make a word cloud.  The teacher or librarian could use the word cloud to get a glimpse of what the students remembered and found important.

Word clouds are pretty cool!  Glad that I know how to make them now!!

Week 2 - Creative Commons

 Nancy Sims (2007). fuzzy copyright [photo]. http://www.flickr.com/photos/pugno_muliebriter/1384247192/

This week we had to learn a little bit about copyright and fair use in the classroom.  Part of our assignment was to learn about Creative Commons licenses.  A Creative Commons license is a free type of copyright for the growing library of digital works.  There are six different kinds of Creative Commons licenses.

 Ian Wilson (2006).  Book Collection [photo].  http://www.flickr.com/photos/foolstopzanet/151936713/

The first type of Creative Commons license is the Attribution type.  A work with this type of license can be copied and shared freely, adapted and used commercially.  The work needs to be attributed to the creator in a way that does not suggest the creator gives endorsement.

 Jeffrey Beall (2006).  Library books [photo].  http://www.flickr.com/photos/denverjeffrey/304220561/

The next type of license is Attribution-NoDerivs type.  A work of this type can be shared freely and used commercially  but it cannot be altered, changed or enhanced in any way.  The work needs to be attributed to the creator in a way that does not suggest the creator gives endorsement.

 Geoff Coupe (2004).  Library [photo].   http://www.flickr.com/photos/gcoupe/20972113/

The third type of license is called Attribution-NonCommercial-ShareAlike.  A work of this type can be copied and shared as well as adapted.  However, the work needs to be attributed to the creator in a way that does not suggest the creator gives endorsement. The work may not be used commercially, and if the work is altered, transformed, adapted, enhanced, or changed in any way, the resulting work can be distributed under the same or similar license.

 oddharmonic (2011).  Back-to-school library display [photo]. http://www.flickr.com/photos/oddharmonic/6157734040/

Attribution-ShareAlike is the next type of license from Creative Commons.  This license is similar to the Attribution-NonCommercial-ShareAlike license, except, that with this license, the work can be used for commercial uses.

 Steven Harris (2012).  Library shelves 2 [photo]. http://www.flickr.com/photos/srharris/6979776901/

The next type of Creative Commons license is Attribution-NonCommercial.    Works with this type of license can be copied and shared as well as adapted.  However, the work needs to be attributed to the creator in a way that does not suggest the creator gives endorsement and cannot be for commercial use.

 Adam Roberts (2001).  Library [photo].   http://www.flickr.com/photos/spartacus007/12382193/

The final type of license is the Attribution-NonCommercial-NoDerivs type.  Works of this type can be copied and shared.  The work needs to be attributed to the creator in a way that does not suggest the creator gives endorsement, cannot be altered, transformed, built upon or enhanced, and cannot be for commercial use.

Call Me Ishmael.....

If you really want to hear about it, the first thing you'll probably want to know is where I was born, and what my lousy childhood was like, and how my parents were occupied and all before they had me, and all that David Copperfield kind of crap, but I don't feel like going into it, if you want to know the truth. —J. D. Salinger, The Catcher in the Rye (1951)

Actually, you can call me Jessica.  I am a Navy wife and a former elementary teacher, turned preschool teacher, turned stay at home mom.  I did all of my undergraduate work in Music and Elementary Education at the College of William and Mary and earned my Master's in Reading from the University of Virginia.  I love to learn new things.  In fact, I woke up one morning and decided that I needed to learn something, so I decided to pursue an endorsement in Library Science from Old Dominion University in Virginia.  I am taking my second and third classes this semester.  I should finish next fall.  

When I am not chasing my three boys around, I volunteer at my twin almost first graders' school.  I am also involved with a Navy spouses' organization in Norfolk as well as our elementary school PTA.  I direct a children's choir at my church and sing in the adult choir. 

I am an accidental runner.  I registered for a race and realized that I had to actually train for it.  Somewhere along the way, I started to like running.  2013 is shaping up to be the year of the half marathon for me.  

There is not very much down time in my crazy life. 

This little space on the World Wide Web will serve as my sounding board as I am navigating the wild and wonderful world of Libraryland.  I am excited to make the transition from classroom teacher (or, more recently, Mom in Chief) to school librarian.  I love books and reading and I can't think of a better to share that excitement with students.

Thanks for joining me on this journey!
Jessica