The humorous and inspiring story of a woman’s journey from a socially awkward dyslexic child, to a librarian who’s sassy, crafty, and on a mission to show people that libraries and learning don’t have to be intimidating.
4. Typical Characteristics of Someone Who is Dyslexic
• Visual memory problem affecting word recognition, i.e. someone who can read
but persistently fails to recognize common words in print.
• Difficulty in learning from rules.
• Problems with reading (understanding or sounding out new words).
• Persistent severe spelling problems or erratic spellings.
• Difficulty in learning to tell the time on an analogue watch (one with hands).
• Poor pen control leading to hand strain, pressing hard on paper or poor hand-writing.
• Problems memorizing things like the alphabet or multiplication tables.
• Quick forgetting, especially of names and specific words for things.
• Discrepancy between verbal and written performance.
• Difficulty in getting ideas on to paper and especially with starting things.
• Problems with sequential ordering (maths, sentences, paragraphs, essay
structure) despite practice.
• Losing place in series or in reading.
• Letter reversals.
• Difficulty in seeing errors.
• Poor organization (of desk or work).
• Difficulty learning new information or following long instructions.
• Jumbling speech.
Adolescent and Adult Neuro-diversity Handbook : Asperger's Syndrome, ADHD, Dyslexia, Dyspraxia and Related
Conditions. Hendrickx, S. (2010).
17. “As dyslexia is often not diagnosed at all
or diagnosed later in life (the majority of
people are diagnosed after the age of 16:
Brayton 1997) a common experience of
education is failure, lack of
understanding by others, humiliation and
bullying….. It may also affect self-
esteem.”
Adolescent and Adult Neuro-diversity
Handbook: Asperger's Syndrome, ADHD,
Dyslexia, Dyspraxia and Related Conditions.
Hendrickx, S. (2010).
43. “…a person with dyslexia armed with a good
understanding of their own particular skills and
weaknesses and a set of strategies with which to
approach them can be an incredible asset to an
organization. Their ability to think holistically,
make connections and visualize all sides of a
problem can result in them developing novel
responses to the issues in hand.”
Adolescent and Adult Neuro-diversity Handbook :
Asperger's Syndrome, ADHD, Dyslexia, Dyspraxia
and Related Conditions. Hendrickx, S. (2010).
44. How dyslexia still impacts my life
• Still am a weak reader
• Still look up words that look even kind of wrong.
• My handwriting has gotten better, but still is closer to chicken
scratch.
• I still struggle memorizing, but if I have a context to apply it to, or can
remember where I wrote something down on the page, then I’m
more likely to remember it.
• I will not remember you name, I’m sorry. I doesn’t mean you aren’t
important to me, it just takes A LOT of energy for me to do so.
• I can, obviously, talk from here until tomorrow, but writing things
down is still a struggle. Yay for speech to text!
• I need to get instructions in easy to handle bits.
46. How I teach
1. Be yourself. For me, that mostly means letting my nerd flag fly and
using humor in every session.
2. I believe in a constructivist theory of knowledge, and my
teaching reflects this belief. Ascribing to this approach means
I teach in a way that builds on my students' existing
knowledge.
3. If it's at all possible, I make them use the skills/knowledge right
away. Frequently, this can be done during the information literacy
session.
4. Make it as real as possible. I do my best to make the context of
my teaching reflect what they'll be facing when they use the
skills and knowledge I'm presenting.
5. Most importantly, I give them a path back to the new information
and skills, since even the best and most attentive students will
forget stuff.
http://letterstoayounglibrarian.blogspot.com/2012/09/my-approach-to-teaching.html
47. How to accommodate dyslexic’s
learning styles in your teaching
• Present information in a variety of formats: visual, auditory,
and kinesthetic
– Let students draw pictures and cartoons, not just writing or
verbal skills.
– Use overview and mind-maps to help visualize whole and all its
parts.
– Storytelling, acting out scenarios
• Provide more detailed explanations of concepts, question and
answer sessions, and other kinds of enquiry-based
approaches to learning like project work.
• There is a common feeling among practitioners and teachers
that students with dyslexia require intensive remediation by
specialist teachers, but there is growing research that regular
teaching methods support learning for ALL students.
55. Learn More
• Adolescent and Adult Neuro-diversity Handbook : Asperger's
Syndrome, ADHD, Dyslexia, Dyspraxia and Related Conditions.
Hendrickx, S. (2010).
• Allen, H. E. (2010). Understanding Dyslexia: Defining, Identifying,
and Teaching. Illinois Reading Council Journal, 38(2), 20-26.
• “The Big Picture: Rethinking Dyslexia”,
http://thebigpicturemovie.com
• Bipartisan Congressional Dyslexia Caucus,
http://dyslexiacaucus-cassidy.house.gov/Shaywitz-Presentation
• Blackman, S. (2011). Using pupil perspective research to inform
teacher pedagogy: what Caribbean pupils with dyslexia say about
teaching and learning. Journal Of Research In Special Educational
Needs, 11(3), 178-185. doi:10.1111/j.1471-3802.2011.01197.x
• Yale Center for Dyslexia & Creativity, http://dyslexia.yale.edu
Notes de l'éditeur
Hi, my name is Deana. When I was little I’d written this on the bulletin board in my room, but covered it up with clippings from magazines and such, but I felt that under all of that, that I was dumb! Now, I’m sure you’re wondering why NMLA has invited someone who can’t even spell “dumb” to speak at the conference.Well, it’s because turns out I wasn’t dumb…I was dyslexic! Even though my teachers and parents repeatedly assured me I wasn’t dumb, I still felt more dumb than dyslexic, and like there was something wrong with me. I felt “different” at a time in my life when all I wanted to do was fit in.
Put in special classescognitive disabilitiesADHD todayWaaaay bigger problemsWas I like them??Disliked reading, interested in picturesFlipped letters and numbersFirst day, very anxiousMinute handWrongMarched back to classOnce I was diagnosed as being dyslexic, I was instructed to go to special classes. I was put in special classes with other students who had various cognitive disabilities. I believe today the other students would have been diagnosed with ADHD and the like. Why was I in a class with kids who seemed to have waaaay bigger problems than me? Was I like them? I didn’t like reading and was just more interested in pictures than words. Sure, I flipped letters and numbers around all which ways, but surely I wasn’t like them?!I remember the first day I was to start attending them I was very anxious. I was told by my teacher to leave my normal class, “When the big hand is on the #.” Well, not wanting to draw any more attention to myself, I didn’t share the fact with the teacher that I wasn’t really sure how to tell time. So, I left when what I thought was the “big hand” (the minute hand) was on the right number, and got up to leave, only to, obviously discover I had arrived early, and was promptly walked back to my classroom.
Various exercises – simple, and hardDon’t remember any “tools” to deal with dyslexiaCarpeted rampTake turns rollingStatic hairI was allowedDidn’t even fit in here??!These classes consisted of various exercises. Some of which were difficult for me to complete, and others that seemed ridiculously simple. Once during every class, we’d all walk down to the carpeted ramp by the cafeteria. All of the other students would take turns climbing into a paper barrel and rolling down the ramp. I remember the ride in the barrel made everyone’s hair full of static when they got out. I wasn’t allowed to roll down the ramp in the barrel. I didn’t even fit in with these people?!
Anxiety over being differentInsecurityExploded math teacherDescribe mobilesHow EVERYONE could seeRan out of room cryingMath teacher tried to consoleNo consoling dumbMy anxiety over being different and feelings of insecurity grew to the point of where I exploded at a math teacher. We were working on multiplication tables. Each student had a mobile hanging from the ceiling that had their name at the top. Every time you passed your 2’s and 3’s and so on, you’d get to add that number below your name….for the whooooole class to see. Needless to say, my mobile was the shortest of the class, and everyone could see that I was dumb and behind. This did not feel good. I remember one day running out of class into the hall in tears I was so frustrated. My poor math teacher followed me out and tried to console me, but there’s no consoling dumb.
Struggle not only math, but reading tooMom, trying to read, pictures betterDerek – fly butterHated reading, not leisurely Reading struggles = fear of libraryALLLLL those books and wordsWords for other peopleHow get kids to read when scared of library?Hook them located in librarySpecial place in back….computers!I was struggling not only in math, but reading as well. My mother remembers trying to read to me, but I was more interested in the pictures and making up my own story. My brother tried to teach me to say “butterfly,” I kept saying “fly butter.” I hated reading, and still don’t find book reading to be the leisurely pursuit that some do. My struggles with reading translated into a fear of the library. There were alllllll those books full of words. Words I felt were for people other than me. How do you get a kid to read when they don’t even want to be in the library? Well, you hook them with something else….but locate it in the library! The library still had good ‘ol card catalogs, but in the back, in a special space we got to go to once a week, there were computers!
Buttons to pushKnobs to turnGlowing green screenLittle arrow turtle danceAWESOMEI thought only booksToys lurking in the backPuppet kitsBooks on tapeColorful posters = stare for hoursMore than words, pictures and stories tooThere were buttons to push, knobs to turn, a glowing green screen, and a little arrow we called a “turtle” that we made dance across the screen. It was awesome! I thought libraries only had books in them, I didn’t know they had toys lurking in the back! There were other fun things in the library, like puppet kits to play with, books on tape, and colorful posters I could stare at for hours. Slowly, I began to feel more and more comfortable in the library, and found the library was more than just a room full of words; it was full of pictures and stories! The library wasn’t so focused on right or wrong answers; it was all about the journey, and I liked that.
Nice librarian = magicalNever felt dumb when helping meFeel welcomeBegan to look forward to Poster contestThere was also a very nice librarian who I thought was magical. For some reason, I never felt dumb when she was helping me. She always made us feel welcome, and I began to look forward to class visits to the library. I remember winning a poster contest in the library. My poster had kangaroos on it. I was very proud.
Intricacies of drawingsImagine myself in them.Two favesI started to really notice the intricacies of drawings in books and enjoyed imagining myself in the pictures. Two of my favorites were “Cloudy with a chance of meatballs”
Cloudy = Images inspired imaginationAbsurd storylineWell thought outRealistic imagesThought might wake up w/ pancake on neighbor’shousePrincess = I was girlie tomboyPlayed in mudBut liked to dress in pretty thingsWhat if magical world under one in?Maybe find.Bought books again after thrown out.Though engaged images, still struggling schoolClasses frustratingand this version of “The twelve dancing princesses” by Errol Le Cain.These books and their images inspired my imagination. “Cloudy” because the storyline was absurd, but so well thought out, and realistically presented in the images that I thought I might just wake up to find a pancake flopped atop the neighbors roof.The “Princesses” because, what can I say, I was a girlie tomboy. I liked to play in the mud, but I also liked to dress up in pretty things. What if there is a whole other magical world under the one we were living in? Maybe I’d find it one day.These two books made such an impact on my life, that years later when my mom accidently got rid of a box of my old books….I hunted down new copies to add to my personal library.Though I was engaged by the images in these books, I was still struggling with school/ reading and found most of my classes frustrating.
Middle to end of grade school – art literacyOne class looked forward toArt history for grade schoolersClassmate’s momWheel in projectorPhysical samplesDim lightsTalk about each slidePrimitive ceremonial masks to modern paintingsCraft related to presentationProjector’s hum, beam of light with dust pictures from distant times/ places….magicalDiscovered love of art. Empowering to feel like getting somethingDidn’t have to take test to proveStill in placeSometime during the middle to end of grade school, there was a new class period introduced; Art Literacy. This became one of the few times I was actually excited to be in class. Looking back, it was like an art history class, but for grade schoolers. A classmate’s mom would wheel in the slide projector, maybe have a few physical samples of things, and dim the lights. She’d go through the slides and say a little about each one. The slides were of everything from primitive ceremonial masks, to more modern paintings. After her presentation, we’d usually do some sort of craft or activity that related to what we’d just seen.The hum of the projector’s motor, the beam of light catching dust in the air, pictures from distant times and places flashing on the screen….it was magical. I had discovered my love of art. It was empowering to finally feel like I was “getting” something in school. And I didn’t have to take a test to prove I WAS getting it. This program is still in place today!
Art propelled me through primary/ secondaryParent supportiveSummer drawing classesFreeing, not worried about outcomeWouldn’t have finished schoolFell through cracks, dealt with dyslexia on own, I was cured!Had to become self-reliant >> make my own wayHow life different if had supportThen I wouldn’t’ be hereMy love of art propelled me through the rest of my primary and secondary years. Fortunately, my parents were very encouraging of this, and enrolled me in art classes over almost every summer. One summer, I took a drawing class based on this book. It was so freeing to not worry so much about the outcome, and learning to enjoy the outcome even if it didn’t “look like it was supposed to.” I don’t think I would have finished school if it weren’t for artistic pursuits, because after grade school, I was left to deal with my dyslexia on my own. I sort of fell through the cracks. It was like I was “cured”! Only, I wasn’t. Sometimes, I wonder how my life would have gone differently if I’d had continued assistance throughout my scholastic career. Then I remember that life is a journey, and I wouldn’t be here if my journey had gone differently.
Middle/ HS struggle w/ spelling readingTeasedTweens crueler than grade schoolersExpressed self in dressDidn’t like singled out for spellinCrowded/ ed HouseThrough middle and high school, I still struggled with spelling and reading. This struggle lead to teasing by classmates and upperclassmen. Tweens and teens can be much more cruel than grade schoolers. I started to embrace the ways I was different, by expressing myself in my dress, but I did not like being singled out and teased for spelling things wrong. One of my favorite bands in high school was Crowded House. I’d crafted a sign to decorate my locker with, but I’d spelled it “Crowed House.” Older girls would stop, point, and then laugh. I felt an inch tall.
Autonomy/ auto-nomyTerrified reading out loud in classStruggling because NOT active learningFortunately, still art classesIn a high school psychology class, I gave a presentation on Freud where I used the word “autonomy” repeatedly. However, I pronounced it “auto-nomy,” completely oblivious to the fact I was saying it wrong, because that’s how I’d sounded it out. No one corrected me, not even the teacher! I was horrified on days when we would have to read out-loud in English class, and, though I didn’t realize it at the time, I struggled in classes where experiential learning was lacking. Fortunately, there were those good ‘ol art classes!
HS art teacherSupportive/ challengingArt = rockFelt safe confident, no fear of judgmentNot worried about falling on faceFocus on journey, hoping best resultFelt like I was DOING somethingNot just sitting therePlaying w/ ideasEmpoweringMy HS art teacher was a disheveled kooky sort of character. Supportive and challenging. Art classes became my rock. They were the one place I felt safe and confident. I could express myself without fear of judgment. I could take chances without worrying about falling on my face. Focus on the journey while hoping the end result was what I’d envisioned. They were the only time I really felt like I was DOING something. I wasn’t just sitting there, I was interacting with my surroundings and those around me. I was playing around with ideas. It was very empowering.
Graduated HSCC for 1 year = drawing/ graphic design, core classesTransferred“ology” classes = panic AND testsArt history = memorization >> no idea how to study >> poor gradesLibrary huge = intimidating, but also beautifulPublic art piece = interview artist, inspired me, my choosingComfort w/ research >> making connections >> putting on paperPaper from undergrad I remember enjoying mostI graduated HS, and went to community college for a year. I continued my pursuit of art by taking a combination of drawing and graphic design classes, along with required core studies. After a year, I transferred to a 4-year university. I struggled with most of my non-art courses. Anything that ended in “ology” sent me into a panic attack, as did tests. So, Art History was something I was very interested in, but received poor grades as the class was largely memorization and tests. I had no idea how to study for these classes and certainly didn’t know how to write a college level paper. The library on campus was huge, which made it that much more intimidating to me. Fortunately, it was also beautiful, and I had the opportunity to write a research paper about one of the public art pieces in the library’s garden. This was the first time I was really excited about writing a research paper! I was going to get to write about a topic I’d chosen, and that inspired me. I was going to get to interview the artist, which is something you never get to do in an art history class. I started to feel comfortable with the idea of conducting research, making connections between ideas, and putting it all down on paper. This is the only paper from my undergrad that I remember writing.
Graduated BS vs BANever occurred to me there were resources on campusCured!I managed to earn my BS in Fine Art – Photography. Notice that’s a BS and NOT a BA. I tried going for a BA, but you had to have a year of foreign language. After struggling with Spanish for a semester, not getting anywhere, having to change to P/ NP because I was doing so poorly, I decided I’d be better off taking math and getting a BS instead. It never occurred to me that there might be services on campus to help me with my struggles, I was “cured” after all!
Art retail 7 years = burnt outWho was I kidding = not same as artist, not meaningful. Do rest of life?Use skills for greater purpose, give back to community, possibly world.Make a difference in people’s lives!After graduation I worked in art related retail stores for 7, I was burnt out. Who was I kidding? Working in retail, even if art related, was not the same as being an artist, or even making use of my art degree in a meaningful way. Was this what I was going to do with the rest of my life, work in retail?! I felt like I could use my skills for some greater purpose, something that gave back to my community, and possibly the world. I wanted to do something with more meaning than make money for someone else in exchange for a portion of the profits. I wanted to make a difference in people’s lives!
I did some serious soul searching, looked back at past jobs I’d held, and aspects of them I’d enjoyed. I weighed these against goals I had for my future and decided there were 3 things I could do:Go teach English overseasBecome an elementary school teacherBecome an art teacherTraining experienceStruggle during elementary >> make differenceParent/ teacher conf >>standardized testsI really wanted to travel and see the world, but the idea of doing so put a little bit of terror in me. How would I communicate when I’m obviously not good at learning other languages? I also started to think that someone who didn’t have a very good grasp of the English language probably shouldn’t be teaching it to others. So, I crossed off the English overseas option.I’d held jobs in the past where I was responsible for training, and was good at it and enjoyed it. I struggled so much during my own elementary years; I thought I could make a real difference in the lives of young students. But, after speaking to friends who were elementary school teachers, I wasn’t so sure. Parent/ teacher conferences didn’t sound like something I wanted to deal with, along with standardized tests and such. So, I crossed off elementary school teacher and art teacher. One person I spoke to was the librarian at an elementary school. They said they loved it because they got to be creative and interact with the kids, but didn’t have all the suffocating administrative duties that teachers have. This was something I’d never thought of because reading was never something I was good at, so I wasn’t the most well read person. If I became a librarian, would people have expected me to have read a bunch of books? What if people found out I was a horrible speller, a slow reader, and NOT well read? Would the let someone like me into their “club?” I was in the process of mulling my options over when a friend’s birthday rolled around.
I did some serious soul searching, looked back at past jobs I’d held, and aspects of them I’d enjoyed. I weighed these against goals I had for my future and decided there were 3 things I could do:Go teach English overseasBecome an elementary school teacherBecome an art teacherTraining experienceStruggle during elementary >> make differenceParent/ teacher conf >>standardized testsI really wanted to travel and see the world, but the idea of doing so put a little bit of terror in me. How would I communicate when I’m obviously not good at learning other languages? I also started to think that someone who didn’t have a very good grasp of the English language probably shouldn’t be teaching it to others. So, I crossed off the English overseas option.I’d held jobs in the past where I was responsible for training, and was good at it and enjoyed it. I struggled so much during my own elementary years; I thought I could make a real difference in the lives of young students. But, after speaking to friends who were elementary school teachers, I wasn’t so sure. Parent/ teacher conferences didn’t sound like something I wanted to deal with, along with standardized tests and such. So, I crossed off elementary school teacher and art teacher. One person I spoke to was the librarian at an elementary school. They said they loved it because they got to be creative and interact with the kids, but didn’t have all the suffocating administrative duties that teachers have. This was something I’d never thought of because reading was never something I was good at, so I wasn’t the most well read person. If I became a librarian, would people have expected me to have read a bunch of books? What if people found out I was a horrible speller, a slow reader, and NOT well read? Would the let someone like me into their “club?” I was in the process of mulling my options over when a friend’s birthday rolled around.
I did some serious soul searching, looked back at past jobs I’d held, and aspects of them I’d enjoyed. I weighed these against goals I had for my future and decided there were 3 things I could do:Go teach English overseasBecome an elementary school teacherBecome an art teacherTraining experienceStruggle during elementary >> make differenceParent/ teacher conf >>standardized testsI really wanted to travel and see the world, but the idea of doing so put a little bit of terror in me. How would I communicate when I’m obviously not good at learning other languages? I also started to think that someone who didn’t have a very good grasp of the English language probably shouldn’t be teaching it to others. So, I crossed off the English overseas option.I’d held jobs in the past where I was responsible for training, and was good at it and enjoyed it. I struggled so much during my own elementary years; I thought I could make a real difference in the lives of young students. But, after speaking to friends who were elementary school teachers, I wasn’t so sure. Parent/ teacher conferences didn’t sound like something I wanted to deal with, along with standardized tests and such. So, I crossed off elementary school teacher and art teacher. One person I spoke to was the librarian at an elementary school. They said they loved it because they got to be creative and interact with the kids, but didn’t have all the suffocating administrative duties that teachers have. This was something I’d never thought of because reading was never something I was good at, so I wasn’t the most well read person. If I became a librarian, would people have expected me to have read a bunch of books? What if people found out I was a horrible speller, a slow reader, and NOT well read? Would the let someone like me into their “club?” I was in the process of mulling my options over when a friend’s birthday rolled around.
Gaggle girlsNight out to celebrateMovie changed course of my lifeKnew nothing about movie going inHumor and soundtrack resonated“All of her E’s looked like 3’s!”No direction in lifeI wasn’t as messed upMovie = sign librarianSeriously look into?A gaggle of us girls were going to have a night out on the town to celebrate with dinner and a movie. I don’t remember where we went to dinner, but the movie we watched changed the course of my life. The movie was “Party Girl,” staring Parker Posey. It was playing at one of the cheap second (or third) run theaters in town. I knew nothing about the movie going in, so had no expectations. The movie’s humor and soundtrack resonated with me. Also, the main character was dyslexic too! “All of her E’s looked like 3’s”If this girl, who has no direction in life, can become a librarian, maybe I could too! After all, my life isn’t nearly as crazy as hers and I’ve already completed a bachelors degree. I saw this movie as yet another sign guiding me towards becoming a librarian. Maybe this is something I should seriously look into?http://www.youtube.com/watch?v=B9tshSME0WQ&
However, before I could apply to any of these programs, I had to take the GRE.Unfortunately, when I finished my undergrad, I swore I was done with college, so I never took my GRE, and a number of years had passed since I’d written a paper, had homework, or done anything remotely academic. I’d never felt my degree was overly “academic” in nature anyway, so those old insecurities about being “dum” started to creep in. “A fine art major has no business getting a library degree.” “I have to write an essay?!” “There’s math on the test?!”
Friend’s mom MENSAMath focusMade scheduleNervous even though nowhere NEAR taking testFortunately, a coworkers mom was a MENSA member, and she had tutored students in the past! Math was the subject I felt the least prepared for, so I asked if she could help me with that. She agreed, and we set up a schedule. I was very nervous and could feel my test anxiety coming back, even though I was nowhere near ready to take the GRE!
Coffee shop after workNumber of monthsWasn’t greatest studentKahn Academy!!!There was a little coffee shop down the street from where I worked, and for a number of months, I would meet her there after work to go over math problems. I must admit, I wasn’t the best student, and found myself nodding yes to things I had no idea about because I didn’t want to look dumb. If only Kahn Academy had been around back then!
Prepping for number of monthsObsessively >> directions, what could bring/ expectI took GRE and Passed!I could apply to schoolsAfter prepping for a number of months, and obsessively looking over directions of how to get there, and what I could/ could not bring. I took the GRE….and PASSED! I was so relieved, and excited at what this meant. I could apply for grad school!
I discovered was ESU’s SLIM program. Even though the program’s name sounded like a weight loss program, I liked what I saw. There was a cohort in my city (Portland, OR), so I wouldn’t have to travel for classes, class sessions were held twice a semester for every class in the form of a long weekend intensive starting Friday after work, and ending around lunch on Sunday. And there weren’t huge gaps between classes, and since it was local, there was a good chance many of my classmates lived in town.
Classes were held on the beautiful PSU campus in downtown Portland, OR. I arrived early on that first day to make sure I knew where I was going in an effort to squelch some of my anxiety about the day. Going back to school, not knowing a soul in the room, navigating a new place…ack!
Anxiety ++ introductionsLit/ English majors, business owners, librariansClearly smarter than meLaugh when I opened my mouth to share?“That art student”Unwarranted, open armsValued my viewpoint because so far removedAs we went around the room and introduced ourselves, my anxiety grew. I was one of the youngest students in the room, and was the only one who had gotten their under grad in art. There were many literature/ English majors, people who had run their own business, people who were already librarians, but needed that coveted piece of paper. What had I gotten myself into? These people were all clearly smarter than me, what could I possibly add to the discussion?! Would they laugh when I opened my mouth to share my own perspective on a topic? Would they dismiss me as “that art student.” As is often the case, my anxieties were unwarranted, and I was welcome with open arms. Many of my fellow classmates even valued my viewpoint more than others because I WAS so far removed from the library culture.
Vehemently against academic librarianship = snooty“I want to help common man”>> Children’s YA = craft + artRead quoteWhen I started my graduate program, I was vehemently against becoming an academic librarian, because I thought of it as the snooty arm of the profession. “I want to help the common man and not have to deal with all the politics of tenure and getting published.” So, I focused my studies on Children’s/ YA services. I thought this would allow me to combine my crafty talents with my new librarian skills. I have very fond memories of books I read as a child, and believe whole heartedly as Meg Ryan says in the movie “You’ve got mail”, The character Kathleen Kelly says, “When you read a book as a child, it becomes a part of your identity in a way that no other reading in your whole life does”, http://imdb.to/Kg3f1s. I wanted to help children find their identity.
Mind numbing gov docsSock puppets Graphic novelsExperiential learning very different than under gradSo, much like in my undergrad, while fellow classmates were taking classes which sounded mind numbingly boring, like gov docs, I was having fun reading graphic novels and making sock puppets! I was getting to use experiential learning in a way that was very different than my under grad.
A year or so into the program, I landed a job at a suburban public library. Sweet! I was going to be able to apply what I was learning WHILE I was learning it in the environment I hoped to work in.
Pam fantastic mentor >> since I was in school, let me reach beyond job duties Helped develop Read to the Dogs program >>> thinking outside the box, addressing that not everyone likes to read >>> reducing reading anxiety
Utilize art backgroundWeek long internship RMNP >> Archives in the ParkLocal history museumNP officeCataloging, local history, preserving archival materials…making connections between allOutcome paper vs projectInspired by these booksMimic styleAs I got further and further along in my 2.5 year program, I began to see more and more ways I could utilize my art background. I participated in a week-long internship at Rocky Mountain National Park with a number of my classmates. It was called Archives in the Park. We worked with a local history museum and the National Park office on cataloging items, learning about local history, preserving archival materials, and making connections between all of them. The outcome from the class was to either be a paper or some sort of cumulative project. Since writing a paper didn’t really get me excited, I and a classmate decided to write a children’s book based on our experiences there. We were both inspired by the “Who pooped in the park” series. The books were informative in a fun, playful way. Taking a taboo topic, and using it to learn about a new area. We decided to mimic this style in our book.
Kelsey = gnome idea = KevinDinnerMuseumNP officeField tripsEveryone wanted KevinBS in ways never imagined!Passed doc back and forthKelsey’s friendHUGE hit in classMy background was in photography, NOT illustration, so we decided to use photographs at the illustrations. My classmate, Kelsey, came up with the idea of having our main character be a garden gnome. We named him Kevin, and he went everywhere with us. We took him to dinner, to the museum, to the NP office, on field trips. You name it, Kevin was there for a photo-op! Here I was again, using my undergraduate degree in ways I never could have imagined! Kelsey and I worked on the book via email, passing a publisher document back and forth for edits. Once we had honed in on our basic storyline, she showed it to a friend who did children’s books. She helped us tweak the language so it would appeal to our audience more. The book was a hit, and we even had classmates asking for copies to share with their kids.
Two and a half years later, I finished! Was deemed worthy of calling myself a librarian.
Circulation supervisorsolo librarian, reference librarianand children’s librarian. I finally got the job I’d intended when I started library school…..only to realize it wasn’t a good fit for me. Aside from it only being a temporary position, it was exhausting! Organizing storytimemustering the energy to make storytime funtrying to tune out all the noise of a children’s room. Things I hadn’t thought about in library school, but were realities of the position. I thoroughly enjoyed getting to be crafty though and felt like I was hitting a stride in this librarianship thing. My differentness made me an asset!
Problems with reading (understanding or sounding out new words). >> Still am a weak readerPersistent severe spelling problems or erratic spellings. >> Still look up words that look even kind of wrongDifficulty in learning to tell the time on an analogue watch (one with hands). >> I’ve conquered this one!Poor pen control leading to hand strain, pressing hard on paper or poor hand-writing. >> My handwriting has gotten better, but still is closer to chicken scratch.Problems memorizing things like the alphabet or multiplication tables.>> I still suck at straight up memorizing, but if I have a context to apply it to, or can remember where I wrote something down on the page, then I’m more likely to remember.Quick forgetting, especially of names and specific words for things. >> I will not remember you name, I’m sorry. I doesn’t mean you aren’t important to me, it just takes A LOT of energy for me to do so. Difficult with Erik’s job. Discrepancy between verbal and written performance. >> I can, obviously, talk from here until tomorrow, but writing things down is still a struggle. Yay for speech to text!Difficulty in getting ideas on to paper and especially with starting things. >> I’m sorry, but doesn’t everyone struggle with starting things from time to time?Poor organization (of desk or work). >> Yes, my desk is a mess, but I know where everything is, I swear!Difficulty learning new information or following long instructions. >> I need to get verbal instructions in easy to handle bits.
Desire to be come more involved in the profession >> make difference in more lives >> encourage literacy
“Present information in a variety of formats, such as drawing pictures and cartoons to allow people to use their range of skills and abilities, not just writing or verbal skills.” Adolescent and Adult Neuro-diversity Handbook : Asperger's Syndrome, ADHD, Dyslexia, Dyspraxia and Related Conditions. Hendrickx, S. (2010). “Use overviews and mind-maps to enable people to see the whole as well as the parts and make use of visual and spatial thinking skills.”
Some of my most memorable moments in school where when I was out actually DOING something.Glad to hear moving away from isolating dyslexic students, and adjusting teaching for multiple learning styles.
