Despite a lot of bad press and terrible implementation in 2020-2022, there are many research-supported ways to successfully use a hybrid or blended approach to teaching.
For the last 5 years of my school library career, I experimented with many ways to use online learning platforms, specifically Google Classroom, to save time lesson prepping, while also improving student learning and my pedagogy. And while the prep work is more front-loaded at the beginning, over time I had less planning and prep to do so I could leave school on time!
This is Part 2 of a series on how to use a blended or hybrid approach to teaching elementary library classes. Part 1 focused on using Google Classroom for kindergarten, 1st, and 2nd grade library classes in conjunction with a read-aloud lesson. This second part will show how it works for 3rd, 4th and, 5th grade classes with a specific focus on the library centers model.
If you are unfamiliar with Google Classroom or online learning platforms, read or watch Part 1 of this series first. Here’s the link: Using Google Classroom to Save Time with Elementary Library Classes
Even if you don’t want to use an online learning platform with younger students, the article will show you the basics of how to set up your Google Classrooms or online class “areas,” and what to think about beforehand.
Here’s how blended learning can look with library centers:
1. Choose your library centers style or model:
There are lots of ways to “do” library centers, and you can try or combine different ones until you find what works best for you and your school community. There is no right or wrong way.
Centers Rotation
Offer a limited number of centers, usually 1 center per table or area in the library. Students go to 1 center per week and rotate around to each center over the course of 5-6 weeks (depending on the number of tables or areas you have).
Center Choices
Offer a limited number of centers, 1 per table or area, and students choose which center they go to each week. When a table / area fills up, then students must pick another center for that day.
Open Centers or Free Choice Centers
Center materials are organized and stored in a place that’s accessible to students. During centers time, they get the materials they need, take it to a library table or area, and begin doing the center work.
Cari White and I teach more in-depth about each of these styles, and how to pick the best one for you, in the Getting Started with Library Centers” online course on Librarians Teach.
2. Post the available centers in the online learning platform AND in the library space.
Each time you add a new center, display the center sign and directions on the table where students will be working. This visual reminder is important for keeping students on task and providing resources to help students complete their center work. Also, post the materials in Google Classroom using one of these options:
- Select “Make a copy for each student” if it’s something you want students to complete or interact with, such as an exit ticket, or a research assignment.
- Select “Students can view file” if you are just sharing the center directions or posting the “sign” online.
For example, when I post the Trivia Question Research Center student assignment to fill out in Google Docs, I use the “make a copy” setting because students write down their answer, and copy-paste their citation. I post the center sign and directions with the “students can view” setting.
- Trivia Question Research Library Center
- Beginner Research Database Scavenger Hunt (Digital)
- Citation Writing Help Sheets & Poster for Student Research
- Differentiated Research Notebooks & Lesson Plan for Google Docs
- Ladybugs Research DIGITAL Library Center
- Bird Watching and Research Library Center (Digital)
When I post the free Independent Reading Center and students are not handing anything in, I use the “students can view” setting for the center sign and directions, then add a link to Destiny and MackinVIA. In fact, most reading and makerspace centers work best with the “students can view” setting.
3. Students complete the research centers within the online learning platform.
Previously I would use a printed research answer slip for students to practice and demonstrate their research skills. Printing and copying the answer slips wasted paper and time, and there were many days when I ran out of slips and didn’t realize it.
I also did a prize drawing of the correct answers for a scratch-and-sniff bookmark or fancy pencil, so that meant I had to collect and keep track of the slips until I could look over them and do the drawing at the beginning of the next class. It was an effective motivator, but difficult to track from week to week.
When using Google Classroom to post library centers, students completed their research center “work” in Google Docs and turned it in on the platform.
4. Assess students’ research work.
Whether or not students earn a “grade” for library class, you should assess their research centers, at least. Here’s the simple rubric I used for earning points at the Trivia Research Center.
- 1 point for finding the correct answer to 1 research question
- 1 point for writing the resource and/or citation for 1 question
- 1 point for writing a 2nd resource and/or citation for 1 question (if required)
- 1 point for explaining why the resource(s) are trustworthy and reliable with a phrase or sentence (if required)
Students in different grade levels had different resource and citation requirements. For example, 2nd and 3rd graders only had to write the answer and the title of their resource. 4th and 5th graders had to write at least 1 citation, and sometimes a 2nd resource to support their research.
Pro Tip: When posting an assignment that you are assessing with a score or point value, have students do their work at the top of the Google Doc. It will save you so much time to “grade” things in Google Classroom when you don’t have to scroll down to review students’ work.
Bonus: Easy Advocacy
Using an online learning platform is one way to advocate for your library program and connect with parents. So many parents, myself included, wish they could be more involved in their child’s education.
By providing some or all of your learning activities in a central place, you are communicating more regularly with parents in a positive way. While only some parents might check their child’s Google Classroom or SeeSaw class, the ones that do will see their child’s work, and the skills taught in your library classes.
Try it out and see how you can save time managing your library centers!
Want to learn more about using library centers?
Check out the Getting Started with Library Centers online course that I created with Cari White (author of The Centered School Library and the creator of the Library Centers model).