The Newest Must Have Gadget?

Great article today from The New York Times about which gadgets you should keep, and which you can give away. I love what the author, Sam Grobart, had to say about books:

BOOKS Keep them (with one exception). Yes, e-readers are amazing, and yes, they will probably become a more dominant reading platform over time, but consider this about a book: It has a terrific, high-resolution display. It is pretty durable; you could get it a little wet and all would not be lost. It has tremendous battery life. It is often inexpensive enough that, if you misplaced it, you would not be too upset. You can even borrow them free at sites called libraries.

Don’t you just love this? “terrific, high-resolution display” and “tremendous battery life”. However, Mr. Grobart didn’t mention what is, for me, the most important reason to keep books: their beauty. Books, in my mind, are works of art to be cherished. Over the years I’ve purchased many beautilful volumes with amazing illustrations and gorgeous bindings. Yes, I could buy the same books in paperback or for a kindle, but I love touching the nice acid-free vellum and losing myself in the beautiful illustrations.

Books represent journeys to me; adventures, life lessons, the collective wisdom of generations. For this reason I would never leave a book outside or on the floor. I honor the knowledge and gifts I’ve received from books by treating the actual physical volumes with respect.

Long live the book.

Here’s the link for the NYT article:  http://finance.yahoo.com/news/Gadgets-You-Should-Get-Rid-Of-nytimes-1557697455.html?x=0

Photo courtesy of Wikimedia Commons.

The teacher and I have decided to create a podcast of “Charlotte’s Web”.  We have a script, and we’ve cast the roles.  Now we’re almost ready to start rehearsals.

The students are beyond excited.  I was amazed to see them discuss the parts they would like and how they worked it out when two people wanted the same part.  They were very mature and caring for one another.

I also enjoy seeing how this teacher interacts with them.  She is so calm and patient.  She knows and understands each student and adjusts her teaching style to fit each of them.

Last month I visited our other 2nd grade class to watch their 2nd president reports.  I was so impressed with this teacher’sorganization, calmness, and clarity.  Like teh first teacher mentioned, she “gets” each student and works with them in the way that is best for their unique personality and learning style.

Then there’s 2nd grade foreign language teachers.    I am amazed at how well the students both read, speak and understand a foreign tongue.  And I lovethe teacher’s  enthusiasm and  sparkling eyes that always seem to be smiling at the students.

My own year in 2nd grade was a difficult one due to serious illness, but I had a wonderful teacher — Miss Sandy Brewer.  She was tall with blonde hair and looked rather like Doris Day.  I loved everything about her–her stylish A-line sleeveless dresses, her perfume, the stories she told, etc.  Because I had been so sick that year she allowed me and my best friend Jan to stay inside with her during p.e. and recess and “help” her.

I don’t know how much I helped her, but she certainly helped me.  It’s nice to see today’s 2nd graders getting that same love and attention from the wonderful 2nd grade teachers at the school where I teach now.

Can I go back to 2nd grade?

My Grandaddy Jim died when I was 9 years old. But I still remember him every day. He was a wonderful man with a great sense of humor, love of books, and love of horses. I used to sit in his lap when I was little and watch him blow smoke rings with his pipe. One of the things I learned about him was that he did NOT want to be embalmed after he died. He wanted his body to return to dust, as the Bible says.

So I was very pleased today in Hebrew class when I discovered the Jewish tradition of using a wooden coffin and not embalming the body. I also found out that in Israel you are not buried in a coffin, but in a shroud covered by a sheet of some kind. Jewish caskets are always closed; I wish Christian funerals were the same. As the teacher said, and I agree, “I’ve never seen a dead person that looked ‘good’; they look dead.”

I like to remember people the way they were when I knew them, not as they appear in their casket. When my favorite great-Aunt Janie died, I didn’t plan on going up with the family and friends to “view” the body after the service and before the burial. That did NOT look in any way like my dear aunt with all that makeup and fancy hairstyling. But a well-meaning neighbor of hers apparently thought I needed “support” and took my arm, stating she would go with me.

Now this was a big woman, nearly six feet tall and built like a linebacker. I didn’t want to make a scene, and wasn’t sure I could get away from her anyway. So I proceeded by the casket just like everyone else. But I refused to look.

While I find flowers comforting after a funeral (my Grandma Verdie, Jim’s wife had sooo many), I also find it sad when they die afterwards. It’s nice to know so many people cared about your loved one, but ends up becoming yet another reminder of your loss. I love the Jewish tradition of tzedakah and stones on the grave. There’s something elemental about a rock; solid and eternal, just like your love for the one who has died.

One year in 8th grade the students and I read Simon Wiesenthal’s amazing book, The Sunflower. In case you haven’t read this, it basically tells the story of Mr. Wiesenthal’s time in a concentration camp and his encounter with a Nazi soldier dying of horrible wounds.  The soldier  is seeking forgiveness from a Jewish person for the atrocities he had committed. Highly recommended, by the way.

Anyway, on Mr. Wiesenthal’s trips to work out of the camp, he marched by many graves of Nazi soldiers, which were marked with sunflowers. He wondered if anyone would even know where he would be buried, since he figured he wouldn’t survive and would be thrown in an unmarked hole with many other bodies.

Mr Wiesenthal passed away during the time we were reading the book, which the students found a little spooky. At the end of the class, I gave each of them a small stone I’d painted with a sunflower. I said that whichever of us went to Israel first, I hoped they would take their sunflower stone with them and place it on Mr. Wiesenthal’s grave in his honor. I don’t know if any of them ever did, but I still have mine. If I ever get to Israel, I’d be honored to place it on Mr. Wiesenthal’s grave.

It’s been a lot of work so far, as each book has to be entered on the Renaissance Learning site to determine if there is an AR quiz available for it.  If yes the book is removed from the shelf, the quiz number, grade level, and points note inside the front of the book, and an appropriately-colored label attached.  Then it’s reshelved, and the process begins again with the next book.  And so on, and so on, and so on.

Sounds dreary, but I’m finding books I’ve forgotten we had.  I’m also getting new and exciting ideas for my library curriculum with all grades.  I hope to finish the rest of the non-fiction materials by the end of the school year, and possibly even our Young Adult Fiction and Non-Fiction sections.

In the very beginning of the article, Vishal decides to watch youtube rather than complete his only summer assignment, to read Kurt Vonnegut’s Cat’s Cradle.   When asked why he doesn’t want to read, Vishal resonds, “On YouTube, you can get a whole story in six minutes. A book takes so long. I prefer the immediate gratification.”

It sounds as if Vishal wouldn’t be interested in a nook or kindle either, since the novel he’s been assigned will take longer than six minutes to read whether in a book or ereader. Does this bother anyone else? If you can only focus for six minutes on a story, how will you ever get the depth? Will he ever be able to enjoy a full symphony? One of Shakespeare’s plays? A president’s state of the union address?

Funny – I was just discussing this in a way with a friend. There are certain verses in the Bible that I’ve always had issues with them. Turns out the problem is that the people quoting them were taking them out of context. Now that I have the full context, they make much more sense.

When Vishal only wants the six minute summary, he’s not getting the full context. And this constant multitasking is having a definite effect on his brain. To quote the article, “Scientists have now found that major cross sections of the brain become surprisingly active during downtime. These brain studies suggest to researchers that periods of rest are critical in allowing the brain to synthesize information, make connections between ideas and even develop the sense of self.”

This is MAJOR news. If teens are texting until 2 am, their brains aren’t getting nearly enough downtime. Thus they aren’t processing or making connections. Aren’t these the very higher level thinking skills we wish for our students? How can they be active, responsible citizens if they can’t think? Yes, they can create mashups on youtube and tweet about it, but when are they delving below the surface?

As an English major I would sometime read the assigned works two or even three times. Each time I picked up on a yet unseen aspect of the work. There are books I still read every year, such as Jane Austen’s Pride and Prejudice. I’m always amazed yet again after every reading how much I missed in the readings before.

Will these students be able to sit in front of an original Monet and drink it in for over an hour, the way I did on my first trip to the National Gallery of Art? Seeing a real painting is not the same as seeing it on a laptop or iphone. And glancing at it for a few seconds isn’t the same as spending quality time with an amazing portrait or landscape.

Every time I go to our local art gallery I have to  sit and stare at a wonderful African door currently on exhibit.  Each time I notice something different. As I watch the lighting changes, the people come and go and make comments, and my love for this door grows. Not an experience to be rushed.

We definitely need to keep all of this in mind as we work with our technologically-savvy students. While we can engage them by using the tools that are already part of their world, let’s not forget to give them time to process. And help them slow down a little and maybe even try doing just one thing at the time.

This made me smile today…  A very quick conversation between a  second grader (who reads above grade level) and me.

He:  Do you have any Ramona and Beezus books?

Me:  Yes!  We have quite a few..(I walk him to the shelf)

He:  Wow!  This is like heaven….(two beats later after taking in a whole shelf of Cleary books) only it’s in school!

{{{sigh}}} I love this job.

Amy Jensen, M.Ed., MLIS Teacher-Librarian

Waxahachie (TX) ISD

While I love the technology side of my job, this is the true heart of what I do.  Matching a child with the perfect author, sharing a classic with a first-time reader, seeing kindergartners mature all the way to 8th grade  and sharing the magic of the written word – these are far and away the best parts of my job.  And the real reason, that after 17 years, I still love being a librarian.

After checkout we read Leonid Gore’s new book, The Wonderful Book.  This hilarious picture book tells the story of a red book lost in the woods, and it’s subsequent adventures with a rabbit, bear, mouse family, and a very tired fox.

The students had a great time explaining to each animal that the red item in question was a book. The bear thought it was a hat, and had a wonderful time modeling for the students.

An amazing book

What a great way to start the new year! One of our wonderful parents, Mrs. Kim Miller, has just published her first children’s book! The title is What Matters Most. . . and it features lovely illustrations all hand-painted by Mrs. Miller. This lovely book tells the story of what matters the most in a child’s life. Many of the illustrations are based on actual people in Mrs. Miller’s life and family.

Seemingly simple at first glance, the story unfolds like a beautiful rose, with layer after layer of meaning and color and memory If you’d lke to learn more about her book, or even order a copy, check out her website at:

Art Expressions by Kimberly

But that wasn’t my favorite part. After she’d been here a few minutes, she looked around, smiled, and said, “This is the coolest library!” Coming from an NYU student, that was high praise. And meant a great deal to me. Thanks, Aliza. Stop by anytime.

My Job as a Librarian

I had a great meeting this afternoon with  our 21st century learning specialist. We were discussing my vision of a 21st century library, and then trying to determine my “niche” – the part within my area of expertise that I am most passionate about

I was surprised at what a difficult question that is for me to answer. I’m interested in so many things – the idea of using technology to enable the less fortunate in schools, gathering knowledge to become intelligent vs. applying knowledge, learning differences, language acquisition, even HOW exactly people learn to read and write.

When I think about the job I’ve been doing for the past ten years here at MJGDS, I think the moments that stand out the most are the times when I’m storytelling.  I look up and see every students’ eyes on me, mouths slightly open, eagerly awaiting the next sentence.  Then there are  the times I find just the right book for a reluctant reader, or share a student’s joy as he/she discovers for the first time one of my own favorite childhood reads.

I wonder if taste-testing chocolate counts as a passion?