Library

SOME OF OUR STUDENTS' FAVORITE BOOKS...

Picture Books

Thank You, Mr Falker by Patricia Polacco

Junkyard Wonders by Patricia Polacco

When Patricia Polacco came to visit, she had almost everyone – teachers and students alike – in tears as she described her struggles growing up with dyslexia. Both of these books discuss those challenges, and the teachers who changed her life.

Series Books

The Here’s Hank and Hank Zipzer series by Henry Winkler and Lin Oliver

Henry Winkler, better known to fans of the TV show Happy Days as “The Fonz”, struggled with dyslexia growing up. (His three children also have learning disabilities.) He wanted to provide students with a “hero” who has dyslexia, so he has co-authored two books series, both of which feature main characters with dyslexia. The type in the Here’s Hank series uses the Dyslexie font, which is designed to make reading easier for people with dyslexia. This website will give you more information: https://www.dyslexiefont.com/.

Chapter Books

Fish in a Tree by Lynda Mulally Hunt. Ally, who moves a lot, has been able to hide her learning disability from teachers by being the class clown. Finally, she lands in a class where her teacher understands her and other students are struggling, too. This book captures what having a learning disability feels like.




Rules by Cynthia Lord. Catherine’s brother has autism, and family life revolves around him. She struggles with her conflicting feelings of loving him, but also being embarrassed by him. Meeting some new friends gives her a new perspective. Everyone can relate to the themes of feeling different and wanting acceptance.


NANCY P. LYNCH LIBRARY & MEDIA CENTER

According to the American Library Association, "more than 60 education and library research studies have produced clear evidence that school library programs staffed by qualified school librarians have a positive impact on student academic achievement. School library programs foster critical thinking, providing students with the skills they need to analyze, form, and communicate ideas in compelling ways."

At Eagle Hill School, Librarian Ann Chase has created an atmosphere that is conducive to learning and exploration. Couches are intermingled with chairs and tables. A large fish tank hums quietly in one corner, while students discover the latest learning software on computers at the other end of the room. The librarian collaborates closely with teachers to help our students:

  • become information literate
  • to locate, evaluate and use information to fill assignments
  • to solve problems, and to satisfy their curiosity
  • to find books they like to read (many of our students come to us convinced that they can't –or don't like to–read, so we gently challenge those ideas and encourage them to try new things)
  • to become ethical, lifelong learners who are curious, open-minded and respectful of the choices of others by choosing books that reflect a diversity of cultures, races, classes, backgrounds and interests.


"But it's on the Internet!" - Evaluating Websites and Online Information

By EHS Library Director Ann Chase

In the spring, almost every student at Eagle Hill does a research project. I was looking over the shoulder of one young student who was working on hers and asked if she needed any help. "No," she said confidently, "I have to find out what koala bears eat, and I found out they eat cherries and salmon."

"Are you sure?" I asked. "I think they only eat eucalyptus. Would you show me where you found that information?" She pulled up the page and pointed to a popular gaming site. I reinforced our previous discussions about reliable sources, but she remained convinced that the information she had found was correct. "But it's on the internet!" she said. "Isn't everything online true?"

Continue Reading...

Long gone are the days of having to trek to the library to check the card catalog or search encyclopedias for information. With a click of the mouse, students can find out about the history of Ireland, which animals are endangered-or almost anything else they want. At Eagle Hill, we subscribe to two online encyclopedias and many databases where students know that everything they find will be accurate. But the reality is they often need to do research online as well. While students are adept at finding information, what parents, teachers, and librarians are discovering, however, is that they have no idea how to evaluate it. Thus it becomes our responsibility to help guide them through the morass of pop-up ads, game enticements, countless pages of data, and an overwhelming temptation to plagiarize by cutting and pasting.

One thing we can do is give students a framework of questions to help them think about what they are reading: What is content and what is advertising? Who wrote it? Why? Below, you'll see some of the questions students need to ask to help evaluate the information they find online. All they have to remember are the 5 W's: who, what, when, where, and why.

WHO? It's important to determine who wrote the information on the website. You should be able to find an author's name, his/her credentials, as well as contact information. (People who make up information certainly don't publish their email address!) In other words, is the person an expert, or some random person writing from Starbucks?

WHAT? One thing you want to determine right away is the purpose of the website. Is it meant to inform, persuade, sell, or entertain? Is it serious or humorous? One student was adamant that the satirical news site The Onion was a perfect resource for his paper because at the top it states "America's Finest News Source." Fortunately, these misconceptions are opportunities for discussion.

Other things to look for: Is the site organized and focused or full of flashing pop-up ads? Are there lots of spelling and grammatical errors? Is the typeface large enough and easy to read? Are links current and working?

Young students often struggle with trying to determine whether or not the information on a site is objective. A site that has a bias isn't necessarily bad, especially if you are trying to look at both sides of a particular issue, but that information should be transparent.

WHEN? It's important to know when a site was created - and especially when it was updated. You should be able to find a date somewhere on the home page. Students were surprised to learn that our online encyclopedias are updated every day - and sometimes more often, depending on the articles. Even if there isn't much new information about, say, George Washington, the website the article is published on should still be checked and updated regularly.

WHERE? Where does the information come from? Information about the person and/or organization sponsoring the site should be clearly visible. (Sometimes it will say "About Us," or something to that effect.) If the site is supported by an organization such as a university or museum, chances are the information is reliable.

WHY? How does this site compare to others you have seen on the subject? The information you're reading might be interesting, but does this site have the best information for THIS project?

Using this framework to evaluate information found on the web will help students -over time - develop a critical eye and question what they read. That's the first step to becoming a savvy internet researcher.