 Good morning, everyone, and welcome to this week's edition of Encompass Live. I am your host, Krista Burns, here at the Nebraska Library Commission. Encompass Live is the Commission's weekly online event, or a webinar, a webcast, an online show, whatever you'd like to call us. Call us whatever you want, but we're here live every Wednesday morning at 10 a.m. central time. And if you are unable to join us on Wednesday mornings, however, that's no problem. We do record our show every week. So if you miss a show or want to go back and see what we have done previously, you can go to our website and into our archives and see recordings of all of our previous episodes of the show. Excuse me. We do a mixture of things here, presentations, interviews, book reviews, many training sessions. Basically anything library related, we are happy to have it on the show. We sometimes have Nebraska Library Commission staff do presentations about things we're doing here at the Commission or through the Commission. But we also do bring in guest speakers, and that's what we have today. On the line with us is Connie Jelkin and Kelly Melson from our current Carney Nebraska Public Schools. Hi, guys. Hello. Good morning. It's nice to see everybody or hear everybody today. Good morning. And they have a presentation for us. This is something that I saw they had done at our State Library Conference last fall, our Nebraska Library Association and School Library Association Conference. About this great program for trying to get the kids more into using the library, learning how to use the library. So I invited Connie and Kelly to come on our show here and share it with more people. So I'll just hand it over to you guys to explain exactly what you guys did. Thank you very much. It's nice to see you this morning. Kelly is going to do some introductions for us. If we can get our slides to work. There we go. There we go. We have something to share with you this morning. We're going to start with a little bit of humor. Those of you that have seen this before, we apologize, but we think this is a great 21st century library joke care. Hello. I'd like to order French fries, a burger and a milkshake. This is a library. Yes, yes, we all know what we go through every day as librarians. And so luckily we work with fifth graders on this project. So we did produce this as a whole media team. We have other members that just aren't presenting with us this morning. And so in Carney Public, we work as a team. These are our elementary school librarians that are listed here. Connie and I are just presenting it this morning. And I would add to those people who are in a library by themselves that nowadays with Google sharing, it would be pretty easy to find comrades to share with. We love working with a group of people and bouncing ideas off of each other. Kelly and I just happen to be the ones that they designate as the talkers. Yeah, so we will share this project with you at the end of the presentation also. So to get started, here we are in Carney this morning. And the overview of the project is an adaptation of an old game of encyclopedia search cards. They were printed. And so what we did, we took the old cards and we updated and we expanded them to include 21st century skills. And then we also got in Garner's multiple intelligences too. So what it is, is the students paired up, race around the world solving challenges that we give them, but they have to use our current library resources. And so we're going to look at these 21st century learning goals first. This is the American Association of School Librarians. And we teach to these standards, any lessons that we do, we try to tie to these standards. And so this is what students who are information literate can do in our schools. I will let you read these on your own. Kelly says that we try and match up what we teach, but it's really a back and forth process. We look at the standards and come up with ideas that would match these standards too. So some ideas we try to match, some we look at the standards and try and match the ideas. We work back and forth with these standards all the time. And we have a second page of these. We have found that many of our projects adapt easily to these 21st century learner skills. Things that we were doing anyway, things that we worked in the library on a daily basis. We just have to tweak them a little bit so that they match up the way the standards present them. And you'll notice that these are numbered 114, 118. We have the link to these at the bottom here. The learning standards are posted online at the AASL website. And they can be downloaded. It is a PDF. The entire booklet that you see on the right is downloadable as a PDF. So if you're interested in getting those, they are online. It's not large either. So we've printed them up and keep them in our little book bags or desks because it's an easy reference. It's more of a flyer than it is a book. And for anyone that's on the line, as we do with all of our shows, I'm looking up all the links for all of these standards and they'll be included in the show notes afterwards. So if you don't want to try and scribble down that long URL there, that's okay. We'll have a quick link for you at the end. Thank you very much. It's available, yeah. And so we are getting real good things done. The kids think this is just a fun project, but we really know what is really behind all of it. So let's talk about Garner's Multiple Intelligence is a little bit. If you've been in a master's program lately, I mean Howard Garner since 1983 has been studying the brain. So he believes that all human beings have multiple intelligences and then these can either be nurtured and strengthened or they can be ignored and then they grow weaker if they get ignored. So we try to use his theory and teach to the different types of learning that kids do. And so there's nine multiple intelligences in his theory. Verbal linguistic where it's a verbal skills, sounds and rhythm of words is used. The mathematical or logical intelligence where it's a conceptual ability to think about number patterns. That musical intelligence always rhythm pitch and timber and the ability to produce music and appreciate those things. The visual spatial intelligence is the capacity to look at images and visualize all kinds of pictures. And the body kinesthetic is the ability to control movements and also to handle objects. Those of you that work in the school, you will know that some students are stronger in each one of these than others. Some students love to work with pictures. Some students love to do the physical thing. But Gardner stresses that we should try and create activities or lessons that reach out to students so that they can strengthen every one of these. Yeah, and so there's four more there, the interpersonal moods and motivations of others, the intrapersonal where you're in tune with your inner feelings. And the last two, we did not hit in this project, the naturalists, where you're in nature and you recognize all kinds of outdoor and nature things and the existential. We didn't we didn't really use those two intelligences. It's pretty much a matter of time, too. When we get a little further down in our slides, you're going to see our thinking process and this will become just a little bit more clear. So here's the goals. We wanted the fifth graders that are leaving us and going to middle school to apply the skills that they've been learning since kindergarten about how to use our resources that we provide them in current public schools. And so we wanted to ensure that they could use all those both print and online. You'll see students using print dictionaries. Well, they really need to keep that skill right there. Current and so we have them go back and use a print dictionary and collaboration is also one of the goals of the project. And we want them to take charge of their own learning and we're trying to create lifelong learners also. Along with that lifelong learner aspect that we wanted to make this learning in depth, we wanted to make it fun so that the students can carry the fun of discovery with them. So here you can see that we applied our library. Twenty first century skills to gardeners. We heard here's where we did the blending and you can see we've got the gardener skills listed. The first one is the visual spatial and then we thought up things. What can we do in the library that would address this particular multiple intelligent? And you can see some of them are white and have names beside them. That was the person that was in charge of developing that particular card. And then you see some that are black. Those are ideas that we came up with, but we didn't use. So here's musical, the kinesthetic, verbal and Linda. You just we went through all the intelligences and thought up things that we could apply to each one of these particular skills. You can see that we've got ideas that we could expand this project with. But truthfully, it took the kids quite a while to do the project the way it was. This is actually the answer to that. Kelly's pointing out that Escargo. Hopscotch is one of the answers that the kids have to find. We did not require them to put it on the floor and jump through it, but they could. But it took them a little while to figure out that we wanted the French one to begin with. And then it addresses the body kinesthetic where it says the full body movement. We're trying to apply the skills as we go through. And there you can see we did not get to naturalists and existential. We did not eliminate those for any particular reason. We just had 12 different cards to start with. And that we thought was a good starting point. So there's no reason, particularly those were left out. They just were at the bottom of the list for some reason. It would be easy to expand and include those. Now, when we get to organization, we divide the kids into 12 teams. Here in Carney, our classrooms tend to be around 24 to 27 kids. So we divide them up into 12 teams of two each. That's just the way we did it. It does not have to be that way. Each team has the same 12 challenges. And you can see there's a picture there of the envelope. We've got the challenges printed up and they're in an envelope. Challenge one, we decided and this was just a decision that we made. All the students in their search around the world were going to start in Carney. So we made a challenge card. Let me flip to that so you can see. We made a challenge card where our groups start in Carney. And they had to find things in Carney. Carney here has UNK, Carney High, Carney Catholic, and the Tri-City Storm. Those are all sports teams that are in Carney. They had to find the mascot for each one. The Frank House is a historical building that is in Carney. So they had to look up and find information about the Frank House. Carney has several parks. Our particular park map has the ability to look up and see where you can play disc golf. So the students had to find the parks. They had to find the map. They had to discover where you could play disc golf. And then using the computer, they had to take a picture, a selfie picture of themselves, which was a huge amount of fun too. But you can see how all those cards then get put into the envelope. And we have rearranged them. So each group, each of the 12 groups starts with the same first card. And then after that, the same 12 challenges are in a different order. So some students will be doing one challenge, some will be in a different challenge. So they're not all at the same place, same card. So it's hard to tell who's ahead is what our plan was. And we didn't want all 12 teams at the dictionaries at the same time. So our kids are spread out, they're spread out throughout the library. But having said that, all of the kids have to do, all the teams have to do all 12 challenges. And you can see this is what it looks like when you start. We created or found on Google these avatars. We needed to have 12. And each envelope then has the avatar on it so that you know where your challenges are. You're divided into team parrot or team giraffe, whatever it happens to be. These we found doing a Google search, so we have to give credit to Google there. And this is what a sample card looks like. You can see each team, each card has the team mascot, team avatar on it. This one has to be a parrot. It happens to be that parrot challenge number seven, such that you have arrived in London, England. We tried to make a fun little travel, not to just say, okay, it's time for you to make up something here. And we tried to have the kids think that they were traveling throughout the world. So here you're in England and it's time for high T, but you have to improve the word choice in a popular children's song. So you have to look up in the dictionary and the thesaurus, words to change, I'm a little teapot. And it's kind of hard to see on the picture here, but little short stout handle, steamed, shout, tip, poor are all bold. And that indicates the words that the students have to then look up and change the words. Then, let's see, at the very, very end it says to end this challenge, you have to sing and perform your new song for the Sherpa. I'll tell you what the Sherpa is in a minute. But that is going back to the gardener's multiple intelligences. The students actually had to sing and perform. And we got some great cute performances, I have to say. I don't think they had to go practice a little bit. They did practice. Then they'd have to come to the Sherpa, which I'll tell you in a minute. This is the organizational team passport. This is folded into four ways so that you're seeing it flat. But you can see there, there's the challenges. And after each challenge, it's kind of upside down right now, but in challenge one, when the students performed or completed challenge one, then some of us stamped them like you would stamp a passport. My stamp didn't work very well, so I had stickers that I just put on there. So the students would get stickers on their passports. Some of us in our libraries gave each student their own passport. Some of them had team passports, but this particular piece was printed up and handed out to the students. Some students worked together. And some students didn't work together very well. You can see by the pictures that the teams sometimes weren't happy. The upper left-hand team was not real happy with the choice that they got. And the lower left, oh, they're best friends, how neat they got together for this project. But during this time, pairing the students, some of us, some librarians went to the classroom teacher and had the classroom teacher pair the kids up. But some, I myself, used a random name generator that you can use at teachertools.com. And we've got that link for you too that will show you. It's just another way to pair students up to just do it randomly. And those of you who work with classrooms know that some students are not desirable partners and some are. But I will tell you that those two, the guy in the gallop in the left-hand corner, by about Challenge 4, had developed a team system and they were working together and they finished strong. Now we wanted to tell you about the Sherpa. Because this is a world tour, we found the Sherpa definition. The Sherpa is actually us and the students have to show us each completed challenge. So they had to come to us and show us that they have finished what they need to finish and that explains why they have to do work in collaboration. So one of the goals of the project, huge goal, is collaboration. So we explained that once they get their answers, they need to bring them to us. If they're correct, we'll stamp their passport and we will give them their next challenge card out of the envelope. So they don't get to carry that envelope around with them. They also have to clean up and reset that station that they're working at for the next group. They don't want to leave those neckties tied. One of the challenge cards is tying a necktie in a Windsor knot. And so they're at the White House and they're going to a steak dinner and they have to wear a tie. And so they have to learn how to tie a tie with their partner. So you don't want to leave those things done. You don't want to leave the table set, the table setting done. You don't want to leave the map open to the right page or you don't want to leave your work on the desktop of your computer. So that's a huge part of this, too, is that it's their responsibility to not let other groups get the answers. And that goes back to what we were saying with the organization. Different teams are hitting different challenges at different times. So you might have tying the tie as your second challenge. A team 12 might have tying the tie as their fourth or fifth challenge. It just varies. So the Sherpen needs to have the supplies ready. We have a supply station picture that will show you. These are the items that we had to have on them. We had to have place settings. And actually I had two of them just in case. Origami paper had to be cut. The neck ties had to be on the supply station. They needed an atlas, a globe, and a map also. What Kelly is saying, too, is we found out that one place setting wasn't enough. One tie is not enough. We had to have kind of double, remember we're working with 25 students. We had to have double some of these supplies so that the students didn't have to wait to do their particular challenge. There was a lot of preparation to get all the cards ready for each team ahead. We had to have the students paired. We had to have the passports run off and hold it up and have a stamp and a stamp pad ready for stickers ready to go. I will tell you that I visited Goodwill's to find my place settings. They're not out dishes out of my house. I went to Goodwill and found the dishes that we required and silverware. I had one place setting that was kind of plastic picnic dishes and one that was very, very fancy, China. The kids got to pick which one they wanted to do. One had a cloth napkin, one had a paper napkin. I'll tell you that we have the learning coaches and the learning coach happened to be working over by the table where the kids were setting their table. She said it was hilarious to hear the kids talk about, I never knew this butter knife. I've never seen a butter knife before. Where does this come from? What do we do with this? Of course they had to look it up on the Internet to find what a place setting looks like and they had to physically go to the dishes and set them out properly. I will tell you that not every group passed the first time when I, as a Sherpa, would come and look at their place setting. It wasn't correct and they would have to go back and redo it and rethink. It says here, origami paper. I did not invest in origami paper. My school has colored copy paper. I just laid out several sheets of colored paper on the table. I did not cut it into squares. That is something they had to figure out on their own. I could have done that. They had to work on that themselves. Here is one picture of a supply station. You can see the ties there on the right. I guess the Atlas and the map. Those big bags are the place settings with the dishes in them. Kelly said they had to clean out their area and put it away. That means when they were done setting the table, they had to put all the dishes back into the plastic bag. When they were done with the ties, as Kelly said, they had to untie them and put them flat on the table. Over there, by the sign, you can see my flat copy paper. It was just copy paper out of the copier. A couple of funny stories. This was right before Thanksgiving in one school. One gal actually went home and she got to set the table for Thanksgiving in a very formal manner, which her mom was very impressed with. They had never done that before. That was a neat story. Then also, one of our fifth grade girls tied her older high school brothers tie for the Christmas dance. Nobody in their family knew how to tie a tie, even the dad. She was the one that tied Trey's tie for the dance. I thought that was a neat story, too. Which I think emphasizes being lifelong learners for the students. They learned as they went through this, that these weren't just classroom activities that they had to perform to just get done. They were things that they could apply to their life and to their meaning. I like how you're connecting it to the library taught me to do this, too. In the future, they would think of the library when they want to figure out how to do something. Yeah, they think about how do I look better? Where am I going to go to find out how to do that? As you're traveling around the world in the library, I printed up little pictures here. This is one of the challenges it has to do with the Amazon River. These are just laminated 8.5x11 pictures that I printed up. They were posted throughout my library, everywhere. They're not in one place. They're all over the library. When you got done with your particular challenge, you took your little avatar and taped it to the challenge. You can see here that the zebras and the parrots and the elephants have finished this particular challenge. Not all 12 groups did. As you walked around the library on any given day, you would see some pictures that were pretty empty and some that had lots and lots of avatars on them. Which brings us to another point. Other teachers and other classrooms in the library, we had a lot of, what are you guys doing in there? Kindergarten. What's happening in the library? What is this? Lots of questions were generated by having these posters up and seeing the kids moving around the library. It was a very successful get up and get around and move around type project also. This is another way, another librarian chose to track the progress through the races. Students just moved their avatars as they progressed through the challenges. This was just a different way that Hallie chose to do hers. I also chose to do my 12 challenges this way with the avatars. It's open to change. As we said, we utilized the entire library and these pictures show how students are working at the tables using the dictionary. They're working at the computer looking up things. The little boy at the Nike shirt, you can see how intense his neighbor is helping him out. And then they're back in the stacks over there on the left. They had to find a joke book. I learned a lot of jokes I had to tell you. They had to find a joke book and come and tell their sherpa a couple of jokes. The entire library is utilized during my classroom time with my students is about 45 minutes. During this 45 minutes it is very loud and very chaotic and a lot of movement. No one is sitting still at any one point. Even the students looking up in the computers are talking to each other and pointing out things and saying, yes, yes, yes, that's it. No, that can't be right. Lots and lots and lots of collaborating and discussion. I did have to warn all the teachers in the building that during the library challenge it was going to be a very active learning library. It wasn't going to be a quiet situation. Some teachers did choose to go to other places, sometimes with smaller groups of students where maybe they worked in the library previous weeks. But they certainly learned that this was a real loud, active activity. Now I will tell you that I laid out some of the challenges were more difficult than others. You can see these two girls. They spent two class periods, two weeks, working on how to tie a tie. And when they finally figured it out, they were so excited. That tells me, what I was going to tell you is that I organized this before the kids would come in in the morning. So I would go through and find out what challenge they were on. I would take that out of the envelope and put it on top of the envelope so that the group 12 knew which challenge to start with. They knew which one they hadn't completed. They knew which one they had to redo. Their passports, I kept folded in the envelope. I did not let the passports leave the library. They stayed in the envelope. So when the students came to the library that particular day that was their day, everything that was there right there for them. It took probably... How many weeks did you do this? Mine was almost six. Mine was going to say six weeks. So six times coming to the library. In our schools, they come once a week for that 45-minute classroom. That varies in the schools in Carney. Some have longer class times. Some have shorter class times. Some of us took longer, more weeks. Some of us took lesser weeks. We had to keep on task, but the students did not have to be reminded, get busy. They never once had to go around and say, are you doing what you're supposed to be doing? Mine actually ran to the library during the amazing weeks to get started. They were very excited about this project. When they finally got towards the end, some of them were expressing disappointment that it was going to end. They wanted to keep doing this kind of activity. They enjoyed themselves so much. Kelly, I think, mentioned it at the start. I don't think they realized that they were meeting all those 21st century skills that we had planned and put in place. We knew what they were doing, but they were just having fun researching and finding things. I want to talk about this for a minute, because I'm a real stickler on organization. I go to two buildings. I go from one elementary to another elementary in town, back and forth. To stay organized and to have things not move around when I'm out of that building, because people come in and use the library and want their own little space. What I did with the supply station was I kept it on a table that had wheels on it, and I would just put everything on that supply station, all the passports, all the cards, all the supplies, and then I could roll that table around when I needed to. I would take that table after the fifth grade lesson and I'd go hide it in my storage closet so nobody would move anything off of it. I even had pencil sharpener and pencils and things like that on the table. I really felt like that was a huge part of my staying organized and not misplacing things and not losing things so the kids could get right to work when they came back the next week. I didn't have the luxury of having a table on wheels, so I had a great big Apple box from Hivee, and after class period I boxed everything up in my box, put it in my storeroom, and then the next week when it was time I got everything out of the box and put it on the supply table. So the supply table that you see here was only displayed during class and everything else was packed up and put away until the next class period. And of course, having talked to other school librarians, you find other ways and other great ideas that they learn how to deal with doing the project and not misplacing things. That reminds me, I was going to ask a question, I'm not sure if you had mentioned, how many different elementary schools are in your system that did this? How many different schools? One more, so it's 12 elementary. All fifth graders throughout the district got the same project. And those 12 elementary vary from one class to three class to four. One unit schools, two unit schools, three unit schools, and we have one full unit school. So we did it with a variety of classroom numbers, a variety of classroom time, a variety of availability of the students, so it's very, very adaptable. And you said some of the different librarians at different schools did some of the tracking differently too, so yeah, it can be customized however you want to run it. And Kelly mentioned that it's kind of a culmination of fifth grade activities, but I have to confess I started fifth grade with this project. I did not do it at the end of the year, I did it at the beginning of the year, but one of our other librarians did it at the end of the year. So there again, it doesn't matter when you did it particularly, the kids loved it no matter when they got it. And it's a culmination of skills that they have been using since kindergarten, so it's a great way to send them out the door to middle school. Laura Bush, one of our favorite librarians, of course, has a couple of quotes that we felt were great to share. School libraries help teachers teach and children learn. Children and teachers need library resources to succeed. And books, information technology, and school librarians who are part of the school's professional team are basic ingredients for student achievement. We have housed all the cards that we created at my school, Park Elementary, and if you use this link here, you can get to where those cards are stored. I will tell you that the first one is all about carding. We'd be happy to have you learn more about carding, but you can make your own card too if you want to. And we are going to be adding a card. One of our school librarians asked that we do something about padlocks that you put on the locker in middle school, how to work that combination lock. So we've got to think of a fun little activity in the world where you would have to unlock your padlock and then we're going to have that activity added. So we will have 13 cards, I think it will be, in our library challenge. Tricia's son said that was the worst part of middle school. Going to middle school was learning how to open that locker and he was so nervous about it. So she thought if we put that in this challenge, it would help those kids. We would like to show you some of the cards at this link at Park Elementary. But before we do that, are there any questions from anyone? Let's see. Does anybody have any questions? If you do, type them into the questions section of your Go To Webinar interface. And I can grab them from there. Or if you have a microphone, let me know and we can just unmute you. Nothing came in while you were talking. I'll tell you that. I did just add the link to those cards that when you have there to our delicious link. So afterwards, everybody have a quick link to that as well. And I can see all that. This is a long list of all the cards here. So you have lots of things to look at. I do like that idea of things that they might be having to do in the next school that isn't necessarily library related, but just middle school related, like the combination locks expanded to other things, just advancement related, I guess it'd be maybe. So can we move on then? Two things we'd like to show you to end this. We'd like to show you the challenge cards to give you an idea what some of the fun activities were. And then there's one other thing. I don't know if you've gone to teacher tools, but this is just a tool how to pair students easily in a real random way. Oh, I thought my link, oh yeah. I remember. My link is back here on the page where we were, there it is, telling you what you needed to have ready to go. So I just did this the first day, and you type the students' names in. Now, if you will take a look at the names that are here. It's kind of funny. Joe, King, Jackpot, Hazelnut. Okay, early bird. So you can point those out. But what you do is you type their names in. And so war and peace, you get rid of sunny day, and we will type our names in. And you can just use their first names. And you can actually save that and use it later. You can use it all year long. So you would save, or I can just submit it right now and just show you. So it comes up, and you can spin. And what it does is pair your students up. So this is a powerful teacher tool. There are others there. If you've not used the teacher tools at classroom.net, we would encourage you to go there. There are all kinds of classroom tools for you to use. All kinds of timers and all kinds of teacher tools there. Okay, so that was one thing we wanted to share. And the other thing we want to share is the actual cards. Go back and do the last card. So Connie is going to take you to her school, Park Elementary, where the cards are stored for you to download if you'd like to see them. This is not a live link. You just need to copy it. It should take you to my Park Elementary School Library page. And you can see here are the cards. Now, there's so many of them because remember, Challenge Card 5 for Koala is different than Challenge Card 5 for Lyon because they're in an assortment of lists. So let's just share a couple of Challenge Cards with you, Connie. I don't know, just pick a winner and show them something besides one. I don't know what they... Oh, it's the high T. That's the high T one. The Fox Team Challenge 2 would be the high T. It's Fox Team Challenge 3. Okay, we're at the Al. Lee Coast in Italy. Go ahead and read it. This card was actually utilizing our library catalog. As you can see, they're in Italy, and they're so lonely for their school, they have to look up one of the books in the school library. And so they had to do an author search, a title search, and a keyword search. So it gave them this particular activity, like I said, was using the library catalog. We had to find a book. As you can see, Tuesdays at the castle is a golden sour book, so all of our libraries naturally had that book. So we could make a card for all of us working as a team together. I would suggest, again, that you get with either librarians in your system or libraries in your area and work online. We did a lot of this work using Google. All these cards were made in Google, so they're easy to share. They were easy to save. They were easy to copy and paste. So once we made one set, of course we just copied and changed it. So it's not as huge of a project as it seems. So that is Challenge 3. So if we stay with this Fox team now, we'll show you some of the other challenges. Challenge 3. Challenge 4 for the Fox. Ole! It's the perfect time to arrive in Brazil. Even though the World Cup is over, the excitement is still in the air. Brazil is the world's fifth-largest country, so before you set out on your travels, you must prove your ability to use different types of maps. So your challenge is to work with your partner on map skills by using three different maps, write the answers on the back of your passport, of course, so we could check those answers. So using a globe, they had to discover what ocean borders Brazil, and then using a flat paper map, which we provided, they had to name the capital cities of the three countries that border Brazil, and then the third one was using the index in the Neistrom Junior Geographic Atlas. They had to find the city of Tacoma, Brazil, and once you located on the map, you had to bring that and show us the answer to the teacher. Something that we didn't think about until after we got started, because I did this one of the first activities I did with fifth grade, we needed answer cards for the Sherpa. Oh, yes. Yes. After my first class, I had to go back and look at all the cards and print up answers, and then I laminated those and put those on a little ring so that I had to answer cards for all of the activities. One of the other things that we do have, and why we could do this particular challenge, is that the curriculum office did buy a little cart that has flat maps on them. They have six globes on them, and they have the Neistrom Atlas on it also. Every school was provided with one of those little carts that's either housed in the library or housed in a fourth grade classroom, and so we used those for this project. Once again, that was one of the keys that everybody had that resource, and we could use it. Our activities were geared around us working together, meeting 21st century skills and the multiple intelligences. So here is challenge six. This is where they actually have to go look up how to learn how to set a basic table place. So hail to the chief, travel funds are running low, you've taken a job to set tables for the White House state dinner, research how to set a table setting to impress the president or other world dignitaries, so I apologize, I got that wrong. I thought the White House one was the tying of the tie, that's right. So each team member had to pick up one place setting from the supply station, and then they had to find a basic table setting and set that up. I like how the challenges also, what they have to do is just setting a place, but it's kind of tosses in there things like did they even know that the White House has state dinners, maybe get them to think about that. I don't know if I did as a fifth grader had a clue that that was a thing. Exactly. It was really fun to create the challenges and to write up that little story that's at the top to try and think of ways to make the challenge more fun and just go find a place setting. Oh here we go, I had it wrong. The amazing library race goes to me, Prince William and Prince Kate, and all gentlemen- Let's me wear a tie, yes. So they had to pick up the ties and they had to go find the proper way to tie a Windsor Knot. Now, a lot of kids went to YouTube and watched and the really bad part of that was that Windsor Knot on YouTube wasn't exactly like the directions that we gave them to select a tie.net and call the Windsor Knot. Some of them had to learn the hard way. You must follow the directions on the card. I also had one little girl go to YouTube where her brother had posted how to tie a tie and she watched her brother's video on how to tie a tie. But it had to be that Windsor Knot, see. There's lots of different ways to tie a tie, yes. Which is what something they found out too. Have any questions come in? No, not yet. Anybody just have any questions? Go ahead and type them in. I did have one question I was thinking about. Now, this is something you said this was arranged for the fifth graders specifically to prepare them for both lifelong learning, moving up in school. Have you thought about expanding it beyond them like for either a younger version for introducing the younger kids into the library or even for the older kids in the upper grades for doing something similar for them in their libraries? Not really. We have almost one time, of course, it's just one-year-old. I think when you're talking about this, because we teach K5 in our schools, we like to keep activities specific to each grade, so each grade has something to look forward to and something special to them. Because of that, we are working on a library search by the numbers activity for fourth graders and that is an activity where they have to look it up how many bones in your hand, plus how many planets are in the solar system equals whatever that equals. Yeah, mathematically that has to work out. And we're teaching them the search skills in Google because our school has a Google school. In fourth grade, that will be their special project. How to learn how to use that research tool in their Google account. In third grade, we have created activities that go with the Golden Sewers that our third graders log into Google Classroom and they have all their activities in Google Classroom. So like I said, we try to think of specific activities. Not because we don't want fourth graders to do this, just because we want fifth grade to have something special that's for fifth grade. Makes sense, yes, I understand. Yeah. And guaranteed those fourth graders have heard about this. Oh yes, yeah. And hopefully you're looking forward to it. They'll say, when do we get to do the amazing race? Nice. Oh yes, yeah. What's that to do with flags? This one, they were supposed to find the country with the largest number of internet users. And that information is all easy to find. We didn't purposely put in challenges that were hard to do. We did challenges that used our resources. And this one, we have World Book Encyclopedia online at our school there again. We were using the resources that we have at our school. So if you don't have that, you just have to change it to adapt to whatever resources you have. And in kids' world, book encyclopedia, there's an easy place where you go and compare places. It compares to countries. And internet users come right up. It's one of the things that they have to read that's one of the findings. Of course, maybe they learned this in fourth grade during an activity, during a research project where they used World Book Encyclopedia, they've already compared places and compared countries. They've used that comparison spot in World Book already. So this is revisiting that, but they have to find the two countries with flags of red and black and white and then name the countries on the passport and then they have to find the number of internet users and circle which has more, which country has more. I would add that Kelly and I are easy to get to if you go to Carney Public Schools, click on the libraries and it lists under staff. You can find the different park staff. Emerson staff happens to be where I am, but each school has this website and you can go right to the staff list and find our names so you don't have to memorize anything. Our emails and pictures are right there. We are, I believe we're under specialists. Are you under specialists? Yeah, right over here. We also have those library websites. We have spent a lot of time on and so right here is your park library. So all kinds of great information there too. Next time out we can show you what we did for Golden Sewers with our third graders. Oh sure, we definitely have you on again. Our Golden Sewer web pages. Oh, that one too? Yeah, we've got good third and fourth grade activities going on too. We work hard so we love to share. Oh yeah, that's great. I'm glad you guys have this stuff out there that you have the resources for other people to take and modify. And it's nice that as you were saying when you're showing some of those cards, the challenge cards, that they are very easily easy to modify for whatever other schools may have available as their resources. The information you're looking for is going to be universal of course. What flags and which countries and what not. You just got to think it's very simple to make it fit into what your school is offering for the kids. Yeah, so just showing a couple of places you can find us here in the Northeast Library. Cool. Any questions in? No, it doesn't look like anybody has any last minute questions before we wrap up for the day. As you can see, you can get in touch with Connie and Kelly, and I'm sure any of the other staff that were involved in this at their schools to see what they were doing. There are resources that are on the park web page there. As I said, I've got those linked, the link to that in our show links too. And also, will you guys send me this link or wherever you have your presentation so we can give people a link to that as well? Absolutely. Sure, either send me the actual slideshow or wherever you have it online. I see you've got it up on your Google Docs there. That URL will work just fine too. And we'll have that included. Let me stress again how important it is to work together in a team because Kelly and I are the ones that usually get to present, but we could not do this without Halle and her creativity and Trish with her ideas and Mary with her resources. Each one of us has a strength that brings to the table, and we really do appreciate the team effort that goes into this. Absolutely, especially with that many schools that you guys are all running. Keeping up with all those children. Very impressive. All right, doesn't look like any last-minute urgent questions have come in. Do you guys have anything you want to wrap up with? Email us if you have questions. Yep, absolutely. All right. I am going to pull back presenter control to my screen here. And where are we? There it is. And this is just what I was talking about. We have saved all the links that they mentioned, the standards, the book that you had there, Frames of Mind, the Theory of Multiple Intelligences, Linked Park and Lentry, where they have all the cards, and that classtools.net website with a random picker and all the other resources that are available there. So this will be included in the show notes when the recording is posted. So thank you very much, Connie and Kelly, for being with us here this morning and sharing. I think what we'll do would it work for you for us to put what's the best way for us to get the link to you? You can just email it to me and I can add it to when we put the presentation up. That works, yeah, not a problem. So that will wrap it up for this week's edition of Encompass Live. The recordings will be available here on our Encompass Live website where we have our upcoming shows, but we have right here our archived videos, where let's see if we had last weeks. We have a recording, which links to our YouTube channel. The presentation here goes, this particular one goes for a slide share, but we'll link to wherever you put them. You're just going to Google Docs, we'll go there. And any links that are available, this just had a single link, but I believe here we'll have the same kind of thing, the links to our delicious account with everything all collected together. So that'll be available in everybody who attended an email letting you know when the recording is available and ready there. You can watch it again if you want to or share it with any of your colleagues who are unable to join us this morning. That, I hope you'll join us next week when our topic is the secret art of patron driven e-book acquisition, a snapshot of cost and control. This is Dana Longley who is at SUNY Empire State College in actually my hometown Saratoga Springs, New York. That is where I'm from originally and she handles their library instruction and information literacy. SUNY Empire State College is an online university and they have been doing patron driven acquisition for their e-books and she's done a really great analysis of all of that. So if you're doing e-books and wondering about how you can integrate this kind of thing into your collection development, definitely sign up for next week's show or any of the other shows that we have coming up on our calendar. With that, thank you very much for attending and we'll see you next time on Encompass Live. Bye-bye.