Grade 4 French Immerison Chapter books and Series.

I have been looking for easy French language chapter books to encourage the grade 4 students to read more. I find students at this age have either been encouraged to read at home, so do not find it difficult to choose books or the students have limited reading skills, and due to their limited French vocabulary do not find reading that easy.

I have been looking for books to encourage this group of students to read more.  To both increase their reading skills and also to develop their French vocabulary.  I also like to encourage students to read a book from a series, so if they like it they can continue to read the series.  This also helps with vocabulary and understanding as they continue with the same characters.

Some of the easier books include:

• Petit Géant par Giles Tibo.  This series is easy to read and has simple vocabulary.
• Woof par Olivier Challet.  This series is about a dog detective.  The vocabulary is a bit challenging with dog breeds that students will not know. The font is very large, so the books look large for the amount of reading required, which may encourage students to choose them. This is a good author to introduce to students as he has a grade 5 series Les aventures de Max and a grade 7-9 series of detective novels.

• Alain M. Bergeron's series about Dominic is also a good read.  Dominic is a mischievous boy who is very opinionated.  These are printed by Soulières Éditeur, and since this is a Quebecois author the vocabulary is not as challenging as books from France. The 10 titles include La classe de neige, Dominic en prison,  Un gardien averti en vaut... trois, and Il m'énerve, ce William Parker !  Another Alain Bergeron series that students in grade 4 start reading is Capitiane Static (~grade 4-6).  This series
  is about Charles who discovers a magical power of collecting and using static electricity whenever he wants.  Alain Bergeron also has 2 non-fiction series Savais-tu about animals and Connais-tu  biographies (grades 4-8), which have more challenging vocabulary, but are filled with off-beat humor; and for the novels which include graphic panels of Billy Stuart (grades 5-7) an adventurous raccoon and friends. 
• Soulières Éditeur has a number of these small paperbacks in the series  "Ma petite vache a mal aux pattes" which include poems too and are good reads for grade 4. 
• Martine Latulipe's detective series Les aventures de Marie-P and her series exploring legends of Quebec Julie are also good books for grade 4 readers.  Some of the teachers in my school introduce these series in grade 3 so they are well read series in my library.
• Johanne Mercier's series Zip! Héros du Cosmos  about the adventures of an alien in space.

Translated series that are good grade 4 reads include:

• Mechant Minou par Nick Bruel.  The limited text of this graphic novel is a frequent choice in my school.
• Adam Blades Beast Quest fantasy series about quests and battles with mythical monsters.Steve
• Jeff Kinney's Journal d'un dragonfle series.
• Daisy Meadows' "L'Arc-en ciel" series about fairies. 
• Ellen Miles Mission:Adoption series about dogs.
• Barlow and Steve Skidmore's series C’est moi le hero a choose your own ending adventure series.
• Denise Brunkis series Junie B. Jones en 1re année, about an opinionated girl at school.
• Oram Hiawyn witch series Le journal de Mortimer.

If you have suggestions for other author's or series for this age level please leave a comment!

Review of book series "As-tu vu?"

The book series  As-tu vu, by  Éditions les Malins came to my attention when the Aboriginal Educator in my school reviewed the book titled Autochtones.  I wrote this post since the publisher did not reply to my concerns about content.   I immediately discarded this book due to it's multiple errors.  Including:

• 'Les Abenakis (de l'est)  .... ils sculptaient des totems" (images de totems de Haidi de la cote ouest)  
• "les cowboys du far west on appris des Mohawks le lancer du lasso..."  Les Mohawks vivent dans les forets d'est,  C'est des autres (comme les Blackfoot) qui vivent aux prairies avec les chevals.
• the costume is not regalia!!! on the page that is talking about traditions (regalia is traditional) "Les algonquins ont comme tradition...
• "Dans certaines tribus indigenes, les chasseurs gardent la tete de leur victime en signe de victiore..."  this fact is taken out of context and perpetuates negative stereotypes!  This content is also is inappropriate for elementary schools.  The images on this page are of African aborignals, they are definately not "les Cris".
• "La gomme a macher est une invention des innus"  Mais les Innus vivent au tondre ... sans Arbres!

It has made me look at the other titles in this series.  Most are good!  I have noticed a few errors in the following titles:
Les grands explorateurs- (une erreur) Christophe Colomb a decouvert l'Amerique... but there is no mention of the Vikings!

Espions et leurs Gadgets (une erreur)- the book explains that "d'amerindiens sont des "chasseurs d tetes".  Now inappropriate fact out of context, that perpeturates negative stereotypes.  We are working on rebuilding connections with First peoples, not damaging them.

Les chiens de traineau (deux erreurs) - the book says Inuit children do not need warm blankets when taking rides on the dogsled as their dogs are so warm.  When it would be after dogsledding.   The book makes a connection to the "1929 Krach boursier" .  This in not a French word for the 1929 Stock market crash, which a child would definitely not know about.

À la recherche des livres autochtones!

To recognize the mix of students in my school I have been looking for books about Aboriginal people, that are written by Aboriginal authors or have a real representation of people of the First Nations of Canada.  One of my challenges is not to over-represent Inuit people but to find stories that are in a variety of environments.   Here is what I have found at this moment:

Book Publishers (Maisons d'Éditions)
Les Éditions soleil de minuit (http://www.editions-soleildeminuit.com/index.html)
Pemmican Publishers  (http://pemmican.websites.ca/Home.page) (~7 French children's titles)
Éditions Hurbubise (books by Michel Noel)
Les Éditions Cornac (http://editionscornac.com/index.php)
Scholastic Canada (several titles e.g. Lune d'érable, Les bas du pennsonait)
Pearson (leveled reader series "L'échos de l'île de la tortue")(http://www.lesechosdeliledelatortue.com/index.html)

Booksellers (Librairies):
Good Minds (www.goodminds.com) (many choices)
Strong nations (few French choices)
Scholastic Canada (quelques titres )
Librarie Pantoute (editions Hannenorak et Cronac)
Librairie Hannenorak (http://fr-fr.facebook.com/pages/Caf%C3%A9-librairie-Hannenorak/124973337528981)

Language Webpage:

First Voices (French and English) http://www.firstvoices.com/fr/home

Some suggested titles for French immersion students

read aloud's primary

• Entre dans la Grande Ronde par David Bouchard
• La Quete Spirituelle de Petit Ours par Diane Silvey (coastal BC) (has an English teachers guide)
• La ceinture fléchée par Sylvain Rivard (trilingual) Les editions Hannenorak

read aloud's intermediate:

• La piroque de Shin-chi par Nicola Campbell (residential school) and the sequel Shi-shi-etko
• all David Bouchard's picture books  e.g. Nokum, ma voix et mon Coeur
• Tant que couleront les rivières by Larry Loyie (Northern Prairies)

individual reading: grades (1)- 2

• Le corbeau est noir by Brenda Watson (B.C.), from Les Éditions soleil de minuit (14 other titles)
• tri-lingual books Wabanaki Series by Bouton d'Or Acadie; e.g. Le Roi de Glace by Allison Mitcham
• leveled reader series L'échos de l'île de la tortue (Pearson)

 

grades 3-4 

• - Michel Noel - les Papinachois (Abernaq - Ontario) (series de 8 titres)  (Dominique et compagnie) 
• - 6 titles in series "les loups rouges" (Wendat - Quebec) e.g. Le petit aigle et l'enfant par Johanne Laframboise; Natanis par Christine Sioui Wawanoloath. (now Les Éditions Cornac)
• - leveled reader series L'échos de l'île de la tortue (Pearson)

 intermediate:

• Louis, fils des Prairies (Metis) par Noelie Palud-Pelletier
• Tant que couleront les rivières par Larry Loyie (Northern Prairies)
• Les bas du pennsonait (Fatty legs) and its sequel ...par  Christy Jordan-Fenton and Margaret Pokiak-Fenton

 

My library year in an infographic!

After talking with librarians in my School District, I realized that I wanted to advertise our amazing library activities to my teachers, parents and students.  I have changed from my standard report that doesn't get circulated farther than our school and library principals to an infographic. I think busy teachers and parents may actually read this short snapshot of our year but definitely would not crack the covers of a formal report.  Here it is:

My library clerk and I chose the activities and events we were most proud.  After completion, I realized I missed other events- like our January reading challenge, Red Cedar Competition, and our Library Club, that also contributed to a reading climate in our school. So next year I will create a running list, that I can update bimonthly, so I can make a final selection for an infographic.

 

I used the colours from our school banner to provide a cohesive feeling.  However in future I would also select images of a similar style, or draw them to make the infographic feel like a professional publication.   This may be solved by using a program designed to make infographics.

 

However, in the short time I had to complete this project I am pleased with this result.

 

French ONLY graphic novels for french immersion (bandes dessinées)

Like many elementary students, French immersion students enjoy reading bandes dessinées.  So a strategy I am trying in my library is to buy some of the series ONLY in French.  This makes students who are weaker readers, or those that prefer bandes dessinées to read in French.  The intent is to support the school's goal of French immersion through practice in French and development of French vocabulary.

My school is a single track school, so using this strategy I have bought some graphic novel series only in French.
The following list includes a few newer series that I have found that currently are in French only and not English:

L'agent Jean! (Alex, A.) Fun story about a "Moose" who is a spy, immersion grades 4-6.

Series Geo - (Beka) 3 titles, explores parts of the world in stories, immersion grades 6-7
Leon, (Groovie A.)  story of a goofy Cyclops and his friends. grades 5-9.
Monster Allergy (Centomo, Artiani, Nardo, translated from Italian),  a boy who is allergic to monsters, immersion grades 6-9.
Non-fiction animal series (Massa, R.) e.g.  les reptiles, les amphibiens (more titles) non-fiction series on animal families, grades 5-7.

The classics (French):

•  Barbapapa (Tison, A) Colourful blobs that have adventures and learn about things, grades 2-3. (French only I think)
• Tintin, (Herge) adventures of a boy sleuth and his dog, in most languages, grades 4-10, (avoid the racist first one in this series)
• Asterix,  (Goscinny, R.) adventures of 3 Gaul's, in times of Roman conquest, grades 5 - 10
• Lou  (Neel, J.) story of a girl who's mother is a "hippie" writer and she has a younger brother,  grades 5-7
• Lucky Luke (Morris or Goscinny) cowboy adventures,  grade 4-7

I have also bought the following graphic novels only in French: Amulet, Sardine, and Nate.   (If students really want to read these books in English they can borrow them from the public library.)  I have an advantage since I am in a newer school, and I do not have a large English graphic novel collection, so I have been able to buy series in French that my school doesn't have in English. The challenge is when new graphic novel series come out, e.g.  Raven Tales (Kientz, C.), Smile (Telgemeier, R.) and Squish (Holm, J.).  I do not know if or when, they will be translated so I have bought them for my library in English.  I do have some graphic novels  in both English and French.  I think in the longer term, when the English version of a translated series is worn out I will not replace it. 

Tintin et Milou

However if you are a dual track school this strategy of purchasing common graphic novel series in French only, would not serve your school population appropriately.   For dual track schools I suggest you consider purchasing a couple of graphic novels that are only published in French, then your French immersion students have a unique graphic novel series to choose., and it supports development of their french language vocabulary. 

Leave a comment if you have any other suggestions of good French graphic novels for elementary schools.

Future Vision project and Reflection

I appreciated this course for its professional learning network.  I started out this course with concerns of my first-time use of Prezi in a grade 6/7 class.  Initially the review of literature for my blog (Jan 19^th and 24th) supported my idea that Prezi would assist in student learning.  The encouragement from my course colleagues, that my student’s would enjoy using Prezi and they would be able to navigate the site easily, helped to reduce my anxiety of introducing a new program.  Tips on how to have students sign-in, and how to see their work in progress were very useful.  Learning that Prezi can be built collaboratively by students when students share access to a Prezi, opens the possibly for me to use different teaching formats in the future.  Right now (or at least in a few moments when I finish this post), I am marking some wonderful inquiry research projects on extreme environments that my students created on Prezi!

I have clearly heard that my experience with finding and selecting French language

resources for immersion schools, and the feedback from my teachers on their appropriateness would be useful to share to create a larger PLN for myself.  When I review the hits on my blog, they are mostly 10 to 20, but the one on “Sources of reviews of French language resources” (Feb 6, 2014) has over 130 hits.  I know a lot of this traffic was encouraged by Aaron’s retweet.  By looking at hits, I have also learned that sharing my knowledge is a combination of Twitter and Blogging.  As Aaron said “one is the River” of streaming knowledge and the other is "the shore” of socially created knowledge that readers can return to.  The importance of Twitter in sharing and learning was re-emphasized by a recent Twitter post by Jon Campbell (@MrCampbell57, Apr 4) “Twitter might be the second biggest source of Pro-d info I have after my colleagues in the prep room, #edfling”.  I see this as my post-course challenge to develop a larger PLN than my School District, by reaching out with Twitter and Blogging.

 

http://www.inuksite.com
 

I was very pleased that I could do a final project that met course requirements, but also met the needs of teachers of French immersion community in my School District.  Here is my final vision,  a list of recommended websites appropriate for kindergarten and primary French immersion students.  I have curated my recommended websites on Delicious.  Or I should say the “first draft of my final vision” as I continue to receive teacher feedback and hear of new websites to include.  As usual, I appreciated that we did background research before starting our project.  One quote that I found, that kept been repeated in my mind as I curated these websites (blog March 4) was “activities should provide context to help the students create meaning of the vocabulary, which brain research, has shown helps students learn and retain information” (Characteristics of Young Learners 2009).  To finalize this project, I will add these sites to our school website to assist students in accessing and using these resources.    

I loved the collegiality of this course!  I think using Google+  for chats and being able to visually meet my colleagues really helped me build my PLN.  I look forward to meeting you in person at future Teacher-Librarian or Teacher conferences.  Thanks for your energy!

References:

Characteristics of Young Learners.  2009.  Pearson Education.  Retrieved March 12, 2014 from http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0205535488.pdf

Jon Campbell.  April 4, 2014.  Twitter post retrieved from https://twitter.com/MrCampbell57 .

Technology and other considerations

So my idea was to curate websites. I read an interesting article on content curation that challenged teacher librarians to provide value-added curating rather than just collecting (White 2012).  To add value, a clear list of sorting objectives is required, I used the ones that I had outlined in my vision post (March 9, 2014).

I then looked at different ways to curate these resources, one of my PLN members suggested Jog the Web (2014). Before I started using this resource, I checked online to see what other resources are available for this task.  Well, I found out the list was endless (Ragan2013) and many tools seemed to be more for aggregation of personally selected information, for example of Twitter, newsfeeds, etc. rather than curation of content in a more traditional library sense.  Some, like Pearltrees, seemed to just collect the website link, visually, but not allow for commentary; or at least the examples I looked at.

So I started entering my data in my old standby Excel spreadsheet, and then I transferred it into Jog the Web.  It definitely was more time consuming to have 2 steps, but the advantage of the columns in Excel was it clearly allowed me to list my selection criteria (oral instructions, grade levels, content, cost, etc) and thus reminded me to evaluate each resource for all these features.  It also helped when I moved the information into Jog the Web, as I had clarified my summary format in my mind, and settled on recommended and not recommended.  I also had a clearer idea of the variety of websites and realized that sites which had only some features that I was looking for I did not need to recommend since there were many better websites.  Then I found out that Jog the Web has to create second pages after 20 items are entered, making the process more cumbersome. Also my limited bandwidth made the saving of information slow.  A good feature is that I could order my best choices at the top with the ordering tool on Job the Web

Next I tried Aaron’s suggestion of Delicious, to see if I could speed up the entry process.  And now I am back to tagging, which isn’t the kind of sorting I wanted, but I could definitely add a tag for recommended or not recommended.  My intention was to create a short list for my teachers to review and put selected ones on my school website.  I wanted the complete list so I knew if I had already rated the website.  However when I share my Delicious links I would have to tell the evaluating teachers that they need to sort the links by the recommended tag, a bit fussy when I am asking for help.  So on Delicious I just put the short list.  However, I must have been tired when trying to share Delicious as it appeared I could only share it with Delicious members.  So to actually send the project out for some feedback I sent it out with the easy to find hyperlink in Jog the Web version which has the preferred websites listed as the top 16.

So my challenge will be to get feedback, even if I had started earlier it wouldn’t be much different since my school was on a 2 week spring break.  I will wait a couple of days and if nothing comes I will share my recommended list with the class and have our school website designer add them all to our school website, which is sorted into primary/intermediate.  Thanks to Jane, I do have some valuable feedback. 

References:

Delicious. Retrieved April 2, 2014 from https://delicious.com/
Jog the web. March 31, 2014. http://www.jogtheweb.com/
Ragan. 2013. 15 top –notch content curation tools.  Retrieved March 31, 2014 from http://www.prdaily.com/Main/Articles/15_topnotch_content_curation_tools_15378.aspx
White, Nancy. July 2012.   Understanding content curation.  Reviewed March 30, 2014 on http://d20innovation.d20blogs.org/2012/07/07/understanding-content-curation/

 

Learner considerations: Who is this project for and why?

The audience for my project, identifying French websites for early primary students, is French immersion students in Maternelle (K) and grades 1 and 2.  These students are just starting to learn French and also to read and write.  The students have a variety of experiences with communication technology; some have played on cell phones, ipads and/or computers prior to attending school. 

These young students: (Morrison 2010)

·         are energetic and cannot sit still for a long time;
·         are learning to control their emotions and social interactions
·         have an active imagination,
·         are often confident and eager to be involved,
·         want to be helpful and cooperative,
·         are solitary and independent workers at the same time,
·         like to talk.

As I mentioned in my last blog post, the teachers would like to have opportunities in their “computer time”, or on classroom computers, to not only promote technology skills, but also French language learning.  I found a couple of research articles that support the use of computers and computer games for young students learning a second language.  McCarrick and Li (2007) reviewed a number of studies and concluded that “computers may not enhance gains in language development, (but) computers do provide an environment in which children use a large amount of language.”  Turgut and Irgin (2009) found that when the language is contextualized in video games, which provides settings and situations, players increase vocabulary use and have opportunities to practice vocabulary repetitively.  The following video (Early Childhood videos 2013) shows how the computer can provide repetition and take concrete concepts and make them more abstract.  In this video we see that computer work is more valuable for a student when the teacher is nearby to help with student’s questions.

Computer activities for this age group should be quite short, due to their attention spans.  The activities should provide context to help the students create meaning of the vocabulary, which brain research, has shown helps students learn and retain information (Characteristics of young learners 2009). Computer learning may appeal to students with different learning styles of types of intelligence (Gardner's theory of multiple intelligences).  Using a computer to learn will provide students with another activity to engage and play with second language, reinforcing learning. 

The identification of computer programs will support teachers since teachers are already busy with planning classroom activities.  Having a selected, curated links on the school website will minimize time spent teaching students how to locate learning games.  These links will also be available to the students at home providing repetition and enhancing language and other concept learning.

References:

Characteristics of Young Learners.  2009.  Pearson Education.  Retrieved March 12, 2014 from http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0205535488.pdf

Early Childhood Videos.  Jan 30, 2013.  Introducing Technology to Young Children.  http://www.youtube.com/watch?v=29ylsrxof48 (imbedded)

McCarrick, Katy and Xiaoming Li.  2006.  Buried treasure: the impact of computer use on young children’s social, cognitive, language development and motivation.  AACE Journal, 15(1) 73-79.  Retrieved March 12, 2014 from http://deepblue.lib.umich.edu/bitstream/handle/2027.42/25814/0000377.pdf?sequence=1

Morrison, G. S. 2008.  What are Kindergarten Children Like? From: Fundamentals of Early Childhood Education. Pearson Education. p 237-238.  Retrieved March 12, 2014 from http://www.education.com/reference/article/what-kindergarten-children-are-like/

SRI International.  2014.  EduSpeak® Speech Recognition Toolkit.  Image retrieved March 12, 2014 from http://www.sri.com/engage/products-solutions/eduspeak-speech-recognition-toolkit

Turgut, Yildiz and Pelin Irgin.  2009.  Young learners’ language learning via computer games.  Prodedia Social and Behavioral Sciences 1.  760-764.  Retrieved March 12, 2014 from http://www.gsedu.cn/tupianshangchuanmulu/zhongmeiwangluoyuyan/language%20learning%20via%20computer%20games.pdf

Project to compliment my vision of teacher-librarianship

A large part of my job involves identifying and promoting French language resources that support exploration and learning appropriate for an elementary school.  This includes both physical resources but increasingly online resources and programs that can be used to promote French language learning and engage students in learning.  I still anticipate that a large part of my job will be managing physical resources, especially in an elementary school where being able to see and pick up a book allows a child to identify areas that might be interesting to them.  I don’t think this part of the job will disappear. Another part of the management of physical resources that will become busier is lending digital cameras, video cameras, laptops, and other technology devices which will allow students to create and utilize digital media.  However, I think it is becoming increasingly important to be able to connect teachers and students to reputable online French language resources. I foresee, identifying and promoting online resources becoming a larger part of my job.  I think by considering what the teachers and students want to access, my focus is on “all the things we librarians bring to the mission of our institutions”... rather than “worrying about the future of the library” (T Scott. 2012).  By providing services that help the teachers and students in my school, I create a future for my library.

 

To contribute to this goal one of the things I would like to do is curate educational French websites for students in the K-2 grade level. I identified curating websites as important task in my original post for this course (Beaudry 2014).  I have a couple of teachers in my school plus a third teacher in another French immersion school in my School District interested in K-1 student websites.  These teachers would like to have opportunities in their “computer time” to not only promote technology skills, but also French language learning.  So my topic is aggregation and curation of French language digital sources for young primary students.  Aggregation, curation and reference are basic library “functions that will probably continue to be needed, even in a digital world where all content is electronic.  … In fact … these functions are more critical than ever.” (Coffman 2013)

I plan to seek out online digital resources through my teachers, members of my Personal Learning Network (PLN) and web searches.  I will evaluate any identified resources, since curation includes the evaluation of resources before sharing. I will compare website content to the PLO's for these primary grades.  I will consider language ability of these immersion students.   For websites that meet these initial criteria, I will then share them with my small group of interested teachers to collect their opinions on website appropriateness.  If there is time I will see what the students think of the sites. The final set of selected websites would then either be purchased and/or linked on our Learning Commons webpage (insert link) with clickable links to make it easy for students to access them.

I have some experience already purchasing licenses for online French language resources.  I bought my staff a year’s subscription to a teacher resources website "Le jardin de Vicky”.  Purchases of online sites show a “library investing in learning environments … by purchasing the ability for (a teacher) to provide the experience she wants her students to have.” (Mathews 2013)

My final project will either be a database of the links that I can have our school website developer add to the school webpage, or I myself will add these to the school webpage.  The school webpage has recently been moved to Weebly.  The advantage of our school webpage is that it is easily available by other students in our District and beyond.  Therefore the final project will be shared with my larger teacher-librarian community.  The database will include rationale of why a site was selected or rejected, annual costs, hyperlink, subject area and grade level (K-2 range).  The database can also be published on this blog for the larger teacher-librarian community.

In the future, if these sites are received positively I will consider curating other French language resources for elementary grades.  As said by a UBC librarian “What will distinguish libraries in the future is not what we electronically license, but what we have in our collections that we make available to the world,” (Bates, 2012)  

References:
LeFurgy, Bill.  Oct 12, 2014.  Digital preservation: a role for public libraries.  Retrieved March 9, 2014 from http://agogified.com/tag/libraries. (image)

Beaudry, Leisbet.  Jan. 12, 2014.  Personal Interests and Issues in Educational Technology.  http://beaudrylibrary.blogspot.ca/2014/01/personal-interests-and-issues-in.html

Bates, Andrew, 2014.  Turning a Page: the changing role of the university library.  Retrieved March 9, 2014 from http://ubyssey.ca/features/turning-a-page-the-changing-role-of-the-university-library/

Coffman, Steve.  Jan/Feb 2013.  So now what?: The future for librarians.  Retrieved March 9, 2014 from http://www.infotoday.com/OnlineSearcher/Articles/Features/So-Now-What-The-Future-for-Librarians-86856.shtml

le jardin de Vicky, 2005-2011. http://jardindevicky.ca/

Mathews, Brian.  2013.  Curating learning experiences: a future role for librarians?.  Retrieved March 9, 2014 from http://chronicle.com/blognetwork/theubiquitouslibrarian/2013/09/05/curating-learning-experiences-a-future-role-for-librarians/

Scott, Tl 2012.  Comment on blog post “The future of libraries is”.  Retrieved March 9, 2014 from http://librarian.newjackalmanac.ca/2012/11/the-future-of-libraries-is.html

Teach Thought Staff. 2013.  8 ways the librarian of the future will keep themselves busy.  Retrieved March 9, 2014 from http://www.teachthought.com/literacy-2/8-ways-the-librarian-of-the-future-will-keep-themselves-busy/ (image)