Cover 2 Cover Challenge

The Cover 2 Cover wide reading challenge at my school is underway.

The mood in the library is becoming electric, especially with the guessing competition where students can win prizes if they can correctly guess the favourite books of selected staff. It's a great way for my colleagues to share their reading preferences and experiences with the students. I have learnt what my colleagues enjoy reading too.

I have prepared recommended reads brochures that will award two points if a book on that list is read and reviewed (via a reading log) or 4 points if they select a book recommended by the teaching staff. It gives a bit of a challenge. If they want to read an item that is not listed, they can earn one point per book read, but can only read five books not listed.

It is a pilot project for my colleagues and I, but I will say how much fun its proving to be so far. Getting the students to read is the big challenge, but there are going to be some prizes on offer for those who either read the most books and/or earn the most points.

OLT Autism Training

I have recently been given the opportunity to undertake some Autism training through my school which is a mixture of face to face and online training.

The insights that have been given onto Autism today have interested me, especially the changes in the definition of Autism under DSM - 5, where Autism Spectrum Disorder is classified by levels and is determined by assessment by medical professionals.

Two matters have stood out for me which I will need to consider as a Teacher Librarian:

1. Ensuring that I provide explicit instructions in how to access library services. I have focused on providing step by step guides in how to access database or undertake a particular task in a program or application for the general school community. Could breaking it down further be better and/or identify an area that may require explicit instructions or ensure effective use.
2. Inquiry Learning - We have been presented with a hypothetical case study as part of the course. The person who was one who found creative tasks and answering open ended questions difficult. While inquiry learning is great in formulating questions of our choice to help us in research, for a person with autism, it may be overwhelming. Obviously there is a need for detailed steps to be followed including templates and scaffolds. But what about what to choose as their area of focus. I have thought about it and I would suggest at this time to focus on the persons specific interest area to narrow it down and allow them to enjoy a research task that accommodates their interests.