Library Name: Eliza Miller Junior High Public School Library
Title of program/initiative that incorporates a theme: The Future is Now
The program will be centered around the idea of the future, particularly a future where things have gone wrong. Dystopian fiction and nonfiction related to technology or robotics will be highlighted. Graphic art and multimedia technology will also be emphasized for exposure to and beginning skill development in software commonly used in many types of work environments.
Intended audience: 7th and 8th grade students, ages 12-15 predominantly African-American high poverty students
Increase student leisure reading time.
Expose teens to software and technology for various types of visual and multimedia presentation not commonly used in public education.
Expose teens to career options in the digital arts that have high interest appeal but of which our students have little to no knowledge.
Provide opportunities for teens to teach their peers and perform in authentic leadership roles.
Standards for the 21st-Century Learner
Participate and collaborate as members of a social and intellectual network of learners
Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
Use information and technology ethically and responsibly.
Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations.
Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.
Demonstrate teamwork by working productively with others.
Create products that apply to authentic, real-world contexts
Read, view, and listen for pleasure and personal growth.
Use creative and artistic formats to express personal learning.
Arkansas K-12 Library Media Standards
I.1.7.3 and I.1.8.3 -- Demonstrate understanding of acceptable use policy (AUP), circulation policy, and copyright laws
A.6.7.2 and A.6.8.2 -- Share information or express ideas in ways that others can view, use, or assess
A.5.7.2 and A.5.8.2 -- Collaborate responsibly to solve problems
Contest / Incentive Program Description:
The reading incentive program will run from Monday March 5th through Friday, March 9th.
Prior to Tech Week, English teachers will examine students’ reading levels and progress to date through the year, and establish a reasonable goal between 30 minutes and one hour daily for silent reading.
With the Accelerated Reader tools and the multiple reading assessments already a part of the yearly requirements for all students, teachers should already have this information readily available. Students will use their Accelerated Reading Log to track their reading daily and must have their reading time signed off by a teacher or the librarian. Students who participate in Sustained Silent Reading in homeroom or English class may count that time as part of their reading minutes.
Students will receive a candy reward daily if completed goals are shown to the librarian.
Students may come to the library for daily prizes after school or in the morning before school. Students must turn in their points by lunchtime of the following day in order to receive the daily reward.
All students who complete all seven days will receive gift certificates to McDonald’s or Pizza Hut.
Students will receive up to two points for completing a daily reading goal, and an additional point for any Tech Week event, review written, or program attended.
Points are awarded at the end of sessions only.
At the end of the week, the student with the most points will win the grand prize.
In the event of multiple winners, a drawing will be held to determine the grand prize winner.
The grand prize will be one 8 Gb iPod touch.
Rules for Participation
All participants must be current students of the school.
To count for the contest credit, daily reading must take place in the presence of a teacher or the librarian. Students may read during homeroom, during SSR in Language Arts class, and before school, at lunch, and after school in the library.
All reading minutes must be signed off by a faculty member.
Students have from the end of the school day until lunchtime the following day to claim daily rewards. All reading points will still count toward the final point totals.
Additional points must be signed off at the end of an event. Partial attendance, late arrival (more than 15 minutes), or leaving early (more than 15 minutes) will not qualify for reading points.
One extra point will be given if the student submits a qualifying book review.
An additional extra point will be awarded if the student reads one of the spotlighted books for the week, or a similarly qualifying futuristic or dystopian work. Nonfiction may qualify if it is appropriate to the theme.
This reading incentive program takes place during the school year, and fits appropriately within the current practices and procedures of the school, including use of the Accelerated Reader program. This program acts as a temporary, “fun” extension of the silent reading time on which students are graded. Many students live in severe poverty with little to no literacy in the home. They do not have the time, resources, or encouragement to read at home. The culture also encourages working “around” a system in order to receive a reward with minimal effort; only counting hours that take place in controlled settings will help set students up for success.
Programs to Support the Reading Initiative
While the reading incentive program encourages the reading of futuristic fiction and nonfiction, the support component focuses on preparation for the reality of the future. Goals include allowing students an opportunity to handle software common to the adult world to which they have little or no exposure. We will also include various speakers who either work in a field in which students may have an interest but little awareness or exposure, or who can talk directly to the students about possible career options they have not considered. Even in the 8th grade, students in this school often limit their career options to choices such as movie star, CEO, doctor and lawyer or to jobs that do not involve higher education, such as waitress or auto mechanic. This is due to the fact that students are very poor with virtually no experiences outside their down or larger family community. Many have never been to a movie theater, visited a zoo, or ridden on an escalator.
During school hours Announcement of Twitter collaborative story writing (or similar project as determined by the TAC)
A Twitter account will be created for Tech week. The TAC will start a story on Twitter. All students may contribute to the story throughout the week, and a dedicated set of laptops will be available in the library. Twitter feed will be monitored for inappropriate content by the TAC. Final version will be on display at the Awards ceremony.
Online safety presentation during Social Studies classes
Delivered annually by the local police, this program includes Internet safety and cyberbullying awareness.
After school Reading incentive program
Students will have the opportunity to use their extended session time in the library, reading for their daily goals, playing technology awareness games developed and implemented by the TAC or attending various multimedia and graphic arts software workshops
Digital photo manipulation and scrapbooking workshop
This workshop focuses on an introduction to Photoshop for use in creation of art works that include separate clip art elements. If Photoshop cannot be obtained through a grant, GIMP, a free graphic arts program will be used instead. Intellectual property, personal vs. commercial use licenses and copyright will also be addressed.
Teen Tech Bingo (or other awareness activity as selected by the TAC)
Announcement of workshop art contest
Students will have opportunities to create digital art, web pages and videos during the week. They may choose to complete any of the above and enter it into a contest for best technologically-developed art piece. All pieces must be created during Tech Week to be eligible. Only one entry per student. Entries will be placed on display Friday afternoon through use of the laptops owned by the school. Attendees of the tech night will vote for their favorite art pieces in the three workshop categories. Winners for each category will receive a trophy. The winner with the most overall votes will receive the grand prize of the educational version of Adobe Photoshop CS5.
During school hours Online safety presentation during Social Studies classes delivered by the local police (continuation)
During lunch Guest speaker from the Phillips County Community College focusing on careers in graphic or multimedia arts and web design
After school hours Reading incentive program
Website design and modification workshop
During lunch Skype visit with local (Little Rock) graphic artist, and art demonstration.
After school hours Reading incentive program
Video creation and editing workshop
This workshop will utilize Windows MovieMaker, which is still a free download from Microsoft, and will focus on basic video editing and manipulation.
During lunch Weekly book club meeting, final discussion of dystopian fiction
After school hours Reading incentive program
Teen tech presenters – three or four teens present short workshops on areas of technological expertise
Teens from the entire student body will have the opportunity in January to volunteer to lead short 30-minute workshops on a technology they find particularly interesting or know a lot about. All topics must be approved by the SLMS. The librarian will work with the teen to develop his or her presentation in the month prior to this event.
During lunch Open lab for finishing art contest submissions
After school hours Reading incentive program
Final submissions for contest; digital art display set up
Evening Family tech night dinner, voting, and awards ceremony.
Families will attend a dinner hosted by the school cafeteria. Local law enforcement will speak with parents about Internet safety issues, members of the book club and TAC will give short presentations on things they have learned and the importance of technology awareness as students in the 21st century. Art contest submissions will be voted upon and the winners announced. Winners of the Reading Incentive program will be announced.
June (begin the school year prior)
Contact author/illustrator to schedule Skype presentation.
Meet with Language Arts department to discuss timeline and the possibility for teaching review writing in January or February to help prepare the students for their opportunity to write reviews during Teen Tech Week.
Meet with administration to discuss programming/event planning for the year
Establish Library Book Club, Student Council and Teen Advisory Council for Library.
Post grant application to DonorsChoose.
Register with ALA
Brainstorm with TAC on collection development and general possibilities for Tech Week activities.
Develop activities for Photoshop and MovieMaker workshops.
Contact police department to schedule speakers
Contact PCCC to schedule guest speaker on graphic arts careers
Contact faculty members to locate a teacher willing to deliver the website creation workshop.
Solicit donation of prizes, and order as needed.
Contact scrap artists for permission to use scrapkits in the workshop.
Meet with local business and community service managers to discuss prize donations.
Confirm book review writing in Language Arts curriculum. Provide instructional support to teachers for this process.
Discuss the purpose and process of setting reading goals for Tech Week in Language Arts department meeting, and establish due date for this piece.
Discuss the process for student submission of book reviews, and the qualifications for book reviews to be accepted for the school library’s catalog.
Confirm speaking engagements with speakers.
Open up applications for teen tech presenters.
Meet with Teen Advisory Council on Tech Week; further focused brainstorming and early delegation of tasks
Contact administration with status update of program.
Send rosters to English teachers for student goal-setting, to be returned by Friday, February 24th.
Assist teen tech presenters in preparing for their classes.
Student book club discusses and selects dystopian fiction for March meeting
Regular TAC meetings for program development and event promotion
Final checks with all presenters and guest speakers to confirm.
Purchase daily prizes (candy) and any miscellaneous necessities.
Install and test all needed software on machines
Creation of Twitter account for story feed and initial storyline posted
Teen Tech Week begins!
Delegation of Responsibilities
The administration will be responsible for
approval of plans
coordination of family night dinner with food services (vice-principal)
The school librarian will be responsible for
Supervision of the TAC and SC in their respective duties
Overseeing of workshop development
Teaching of Photoshop and MovieMaker workshops
Creation of the Twitter feed
Initial contacts to guest speakers, businesses and community organizations
Advisor to the book club
Acquiring contest materials and prizes
The Teen Advisory Council will be responsible for
monitoring and maintenance of the Twitter feed
confirmation of agreements with guest speakers and community organizations (with librarian supervision)
development and implementation of “game” activities during Tech Week
Development of Family Night “presentation time” content
Setup and tear down of daily activity stations and art contest display
Spotlighted book display and in-library bulletin board promotion
The Student Council will be responsible for
school-wide event promotion prior to and throughout event week
Library funds: $400; Grant funds: $1400; General funds: $400
Attendance records will be kept for every event. Regular library sign-in procedures will also apply, and all sign-in sheets will be kept. Documentation of logged reading hours by students will be maintained. Response group will be held with the TAC on the planning and implementation of the event. A Scantron survey will be given to students during the final class of the day Friday afternoon to ascertain their thoughts on the week, and obtain feedback. Surveys will also be given to all faculty. The librarian will report out on Tech Week during the faculty meeting at the end of the month and opportunities for discussion and feedback will also be provided at that time. Documentation will also be sent to DonorsChoose as specified in any funded grants.
The program will be promoted through the school using flyers and bookmarks within the library. It will be also be promoted via announcements both from faculty and from students prior to and during the events. Signage and displays in the lunchroom and the library will encourage teens to be involved and highlight special events. Posters will be on display at participating businesses to advertise their support of the school. Information will be included in the librarian’s column of the monthly faculty newsletter as well. Family night will be promoted through a newspaper notice, and a mailing home to parents prior to the event.
Annotated Display Bibliography
Anderson, M.T. 2002. Feed. Cambridge: Candlewick.
It’s hard to imagine life without the Feed, the wiring of one’s brain directly into the giant Internet. Titus can talk to his friends, check his email, and even go shopping, all with the flick of an eyeball and a thought. Then he meets Violet, who got her feed late. And things are starting to go wrong…
Bacigalupi, Paolo. 2010. Ship Breaker. New York: Little, Brown & Company.
Young Nailer is a scavenger, working on light crew as a ship breaker. When he and his crew leader find a wrecked luxury clipper, they believe their fortune is made… until they discover the captain’s beautiful daughter barely alive on board. Now Nailer must choose whether her life or his fortune is more important.
Collins, Suzanne. 2010. The Hunger Games (also sequels). New York: Scholastic.
Katniss hates the reaping. In this strange, post-U.S. world, children are reaped and forced to fight to the death in the Hunger Games, a nationally televised show that all people are legally forced to watch. Survivor just got moved to a whole new level, and Katniss must find a way to survive. But can she do it without sacrificing the things that make her most human? And what will be left of her if she does?
Dashner, James. 2009. The Maze Runner (series). New York: Delacorte Press.
Thomas, like everyone in the Glade, knows nothing about who he used to be or how he came to live in the maze. All they know is that they must escape it. When the next newcomer proves to be a girl, the Gladers’ carefully-kept societal order begins to fall to ruin. Now they must escape the maze before it costs them their lives.
DuPrau, Jeanne. 2003. City of Ember. New York: Random House.
The world above has been lost to the citizens of Ember, a city buried so long underground that the sun itself has become a myth. Though they always accepted this, Lina and Doon find a mysterious paper one day with directions on it for escaping the city. But will their harrowing journey toward the surface truly bring them to a land of light? And even if it does, will they survive long enough to reach it?
Fisher, Catherine. 2010. Incarceron (also Sapphique). Dial Books.
Trapped in the terrifying, living prison, Incarceron, Finn dreams of escape. Though his friends tell him he is crazy, he is sure he remembers a life outside. Meanwhile, Claudia, the daughter of Incarceron’s ruthless warder, discovers a strange key in her father’s study.
Grant, Michael. 2008. Gone. New York: HarperCollins.
When your parents, your older siblings and everyone else over the age of fourteen mysteriously disappears, banding together with others is your only hope to survive. Sam and his friends spend their days avoiding Caine, the powerful leader of another local pack of kids. But disappearing grownups are not the only problem; some kids are developing strange supernatural powers, and Caine is one of them. Will they be able to depose him and discover what has happened to their world? Their fourteenth birthdays are approaching, and time is running out…
Haddix, Margaret Peterson. 1998. Among the Hidden (series). New York: Aladdin.
Luke isn’t supposed to exist. The law states that families can only have two children. Any extras are killed. And so Luke spends his days in hiding in his parents’ home, until the day he discovers another shadow child living in a house nearby. Unlike Luke, Jen is determined to change the illegal status of being a third child and she is massing an army. But will the government listen? Or will Jen…and Luke…become just more victims shot down to die?
Lowry, Lois. The Giver. 1993. New York: Delacorte Press.
Jonas has been chosen to be trained as the new Receiver of Memories for his town. Though it seems a strange job to have in his perfect, happy world, he begins to train with the current Receiver. Slowly, he begins to learn that a world of perfect happiness is not without a very steep cost… for what really does happen to those who never quite fit in? And what have his people really lost along the way?
Malley, Gemma. 2007. The Declaration. New York: Bloomsbury.
people matter. Others are Surplus. In a world where drugs will keep you alive
forever, some people have to be thrown away to make room, and Anna is one of
them. That is, until she meets Peter,
who insists that not only is every person equal, but that Anna’s family is
seeking her desperately. Anna longs to
believe it, but the grim reality of her life is all she knows. Now Anna must decide whether to believe what
she has always known, or trust a strange boy who could be leading her into a
Shusterman, Neal. 2009. Unwind. New York: Simon & Schuster.
The pro-life camp has won the abortion war. Though it is now illegal to abort your infant, it is acceptable to “unwind” them after they turn thirteen, donating all their body parts to others. Connor is determined to escape being unwound, and teams up with two other teens desperate to find a way to save themselves from their terrible fate.
Westerfeld, Scott. 2005. Uglies (series). New York: Simon Pulse.
Tally has only ever wanted to turn sixteen and undergo “the operation,” a surgery every teen has to make them beautiful. Then she can join her best friend on the other side of the river in Prettytown. Just weeks before the surgery, she meets Shay, a fellow “ugly” who strangely has no desire to become pretty. Tally refuses to join Shay when she runs away, but now the underground government is after Tally. If she doesn’t help them find Shay, she may stay ugly for life.