From Idea to Fruition- Hosting a Living History Museum at the Library

By Amy Marquez, Librarian at Marcia R. Garza Elementary in Pharr-San Juan- Alamo ISD

Sometimes ideas for events and library programming come to us at moments we least expect.  I work as a librarian at Marcia R. Garza Elementary located in the border town of Alamo, Texas.  This year I was so proud to host our second annual Living History Museum at our library.  The original idea for this project came from a long -time volunteer at my library named Carol.  Carol was a former teacher and she has generously been coming to help me shelve books at my library for a few years now.  One day as we were chatting, she mentioned another teacher upstate that she knew who had started a living history museum in her classroom.  I was very intrigued by the idea and I asked quite a few questions about the event and I began searching online for some more ideas for how to start a project like this at our library.  It wasn’t until a year later that I was able to start on this project with our students. 

I had cataloged that idea away as something I’d like to try one day with the students, but I saw some obstacles in my path so I put off planning it for the time being.   It wasn’t until I sat down and talked to my principal that next October that the spark for this idea was reignited. My principal informed me she would really like the students in 3^rd – 5^th grade to dress up as an important figure instead of in a Halloween costume.  The light bulb in my head immediately clicked on and I told her I had the perfect plan to have the students research a historical figure at the library and then dress up for the event during the week of Halloween.  We could call it the Living History Museum.  I further explained that instead of just having them dress up, they could learn research skills at the library, organize their information and then present it to their peers on the day of the event.

“Oh I have the perfect resource for that,” I went on to tell her.  As luck would have it, I had recently been trained to use the new Gale resources our library coordinator Nora Galvan had provided training on.  Infobits was a terrific resource for this project since it has information organized by topic such as presidents, inventors, historical figures, etc.  I walked away from her office inspired to start this project but knowing at the same time I had some challenges ahead of me to get this organized and completed within the next three weeks.  

I knew this project would be a little challenging to complete at the library because classes only come in for thirty minutes per week on a fixed schedule.  I know many librarians across the state are facing this dilemma.  You are given such a short period of time with each class and then the next class is already waiting at the door for their turn.  How could I accomplish this project with minimal time?   I decided to make it as user friendly as possible for the students by creating an outline for them to fill out while using Infobits for information.   Students went online to our resources, chose a person of interest and then used their outline to find important facts about their person.  They used two library classes to gather as much information as they could on their chosen topic.

 

Then I realized, my students come from a predominantly low income area. How much can I realistically expect from them as far as dressing for the event?  To accommodate for that, I gave the students the following options: create a poster about your historical figure, bring a prop and be ready to share why it is important, or dress up as your figure.  To make sure the event was successful, I sent a note home to involve the parents in the process.  Knowing that we would only be able to start the research at the library, I knew the remainder of the work would have to happen at home.  I also made sure to get the teachers on board with me.  I talked to them about the project and they seemed excited about collaborating with me.   Many went on to support their students by giving them time to research and work in class and even providing some with poster boards. 

On the morning of the event I was a little nervous as I dressed up as my historical figure.  I wanted to show the students that I was willing to do the exact same thing I was expecting of each of them.  I couldn’t wait to see how many students would come dressed up too, but I wasn’t sure how many would ultimately participate. I was so ecstatic to see that about 75% of the students in 3^rd- 5^th grade participated!  The event was set to begin in the afternoon and all day students came up to me excitedly telling me which historical figure they were.  Originally I planned to house the event in the library but we had so many participate that we had to set up in the cafeteria instead - there were too many people to fit in the library!  The students went all out on their costumes and posters.  We had Rosie the Riveter, Amelia Earhart, Abraham Lincoln, and Bill Gates just to name a few.  Students who had participated in the event lined up around the walls of the cafeteria and in lines in the middle of the room.  Then their peers walked by and were able to learn a couple of facts about each historical figure.  Even our really shy students were able to present information to their peers in this non-threatening environment.   I saw lots of smiles as I walked around the room observing the students.  Our district television channel interviewed some of our students and created a wonderful video highlighting the event. 

Here is what some of our students had to say about the event:

• 5^th grade student Abram Gonzalez as Abraham Lincoln, “I taught myself law and earned my license to practice in 1836…that’s probably my favorite fact.” 
• 5^th grader Daniel Riojas as Wilbur Wright, “I was always kind of interested in airplanes and I really liked him [Wilbur Wright.]  I remember reading about him and thinking that was cool that he was the first to do something.” 
• 3^rd grader Olivia Lopez as Rosie the Riveter, “I had a lot of fun explaining to people…so now they know the real truth about Rosie the Riveter.” 

At our second annual event this year, we had just as much participation.  It’s was so much fun to see the students dress up and tell about the information they learned from their library research.  One of my favorites this year was Frida Kahlo complete with unibrow!  “Frida” was one of our new students this year and she looked so excited to participate in the event.  Most importantly, I really hope this project has made an impact on the students.  I hope they came away from the event proud of their research, confident as speakers and knowing learning at the library is fun.

School Librarians as Artists

By Erica Leu, Pflugerville Elementary Librarian/Pflex Teacher, Pflugerville ISD

[A Pflex (Pflugerville Learning Extension) Teacher provides enrichment instruction for the Gifted/Talented students.  In Pflugerville, librarians are GT teachers as well.]

When I walk around my library, I see many physical objects such as shelving, tables, chairs, computers, and books.  I imagine that this is also what other people notice as they walk around the space.  However, every day as I setup for my first class in the morning or tidy up before going home, I imagine the possibilities that this space has for my students, colleagues, and school community.  This place is more than a physical location; it is a place for learning, connecting, and exploration.  I see my library as a blank canvas just waiting to be painted with programs and services for my school community.   Two years ago, I imagined creating a miniature golf course inside my library and this is how I did it.

During my first three years as a librarian, I had established a good understanding of the basic management practices I needed to run a school library. I wanted a new challenge just as I imagine an artist often feels the need for inspiration.   I decided to find some programming that would make people say “wow.” The traditional stereotype associated with libraries as a quiet place where you go to study is boring.  How could I offer opposite of this image: a collaborative, place where you can have fun and make a little noise? On Pinterest, I saw that another librarian had created a mini-golf course in their library. Immediately, I had my answer.  My students would love the unconventional nature of playing in the library and that this idea could be used to promote reading achievement. 

I spent a whole school year planning for the program.  I had noticed that many students struggled to maintain motivation towards their reading goals for a whole year as is typical for many children, but I really felt that my programming could support their achievement goals. This mini-golf program could be a way to celebrate student commitment to personal reading growth.  I scheduled the program for three days in the middle of May so students would have the whole year to meet their goal.  I wanted this to be a small group program so I scheduled 8-10 students for each 30 minute block throughout the three day period.

All Kindergarten through 5^th grade students were eligible for this celebration.  Kindergarten students had to know their first 100 sight words.  Students in grades 1-5 had to achieve their individualized reading goal for the year.  Students in Special Education Programs who met their goals were also invited to participate. Our school already used Accelerated Reader, so I used that to manage the program. 

Community and school partners supported the event.  My first year I borrowed golf clubs from a local miniature golf establishment and golf balls from the school’s PE teacher.  Did you know that soft golf balls are a great way to minimize noise? Or that a set of reference books can make a fabulous tunnel?   I set up generic holes based on popular books such as Junie B. Jones and Harry Potter.  Students recorded their score on a simple golf scorecard.

During my second year, I purchased a set of clubs, balls, and holes so I could set up a more challenging course with loops, bridges, and swirls.  Our Student Council helped decorate.  In search of a theme to grab student’s attention, I turned to Jurassic World for inspiration, Dinosaurs from literature and pop-culture were perfect: Dino, Godzilla, Yoshi, Barney, Rex, & Little Foot.  I dressed up like an archaeologist and played dinosaur music for three days.  Only problem: the Jurassic Park theme song was echoing in my head for days.

During those three days in May, students were laughing, reminiscing about books and popular culture, and discovering the basics of golf.  I even caught teachers coming to play a few holes.  Staff, parents, and community stakeholders walking by could see evidence of the library as a dynamic canvas used to promote academic goals and enjoyment for kids. 

After two years, we observe more and more students participating; the excitement is still building.  I enjoy the challenge and creativity that innovative library programming requires. Here’s my challenge to other school librarians: look at your own library canvas in search of other great ideas and activities to make your space come to life.  You may be a great storyteller, book talker, musician, etc…  Every artist has skills and passion; when you find yours jump on it! Let’s show everyone the work of art that is our school library programming and services. Go ahead. Paint your canvas with great ideas.

The Traveling Librarian

by Carolina Castillo

Ballew Early College High School, Buell Central Disciplinary Alternative Education Program, Sonia Sotomayor Early College High School in Pharr-San Juan-Alamo ISD

I am a teacher librarian. I taught 5th grade for 8 years and then pk-5th grade for six years, I quickly learned how important a librarian can be in the eyes of our students. Even though they didn’t remember my name and called me ‘Ms. Librarian,’ they knew that I was the person who connected them to that one book they had always being looking for. Then I challenged myself to a traveling librarian position. I moved among three alternative high school campuses; Ballew ECHS, Buell Central DAEP, Sonia Sotomayor ECHS as the librarian for each of these high schools. I dared myself to make a difference.

I could visit each campus for only a day and a half each week. I wanted to require every student to read for at least 15 minutes. I didn’t get a positive response from any of my students, aside from the few who said, “Are you crazy? I don’t think so. I haven’t read since elementary…” and other similar excuses. I thought, “O.K. then I will read to you!” I started looking for books that are at about a 3rd -4th grade reading level and worked alongside ELA teachers, using their lesson planning and plans as guides. Students would work on a lesson; I would come in to reinforce the lecture using a short story. I read to the students, asked them questions related to the lesson, then had them write a response – I was bringing them back to reading. I also showed a couple of book trailers to the students in hopes that someone would eventually pick up those great novels. The students got more reading than they had in quite a while.

Now in my 2nd year at these three alternative campuses, it is amazing to see these students coming in to my libraries to ask for a particular book or e book, or help with homework and resumes, or… I also love to see students walking around with a book hidden in the side pocket of their (dress code) camouflage pants or coming in to ask for a book just before a school break. Reading is something that they had not done in a while and thought they would never do again– now it is something they are proud of, that they have set goals for, and that they enjoy and see value in.

A win for this Traveling Librarian.