Info 250 Blog Post : Evaluating a Classroom Library

Jones, Kim


Sport, M. & Soeiro, L.P. (2018, September 24). Evaluating a collection for bias and stereotypes with primary students: A case study, tools, and tips. School Library Journal. Retrieved from

In this article for The School Library Journal, Maisha Sport explained a project she undertook with her group of second grade students where the class evaluated the classroom library for bias and stereotypes.

Ms. Sport began this project by collaborating with the school’s teacher librarian and by creating guiding questions that she wanted her students to understand and be able to answer by the end of the unit.

She then helped her students build background knowledge about stereotypes, bias, representation and discrimination.  She also integrated statistics about the publishing industry in regards to people of color, people with disabilities and ideas about gender.  She contrasted these publishing statistics with the statistics about race, gender and disabilities of the classroom.  Students then represented these statistics in a bar graph.

Students were able to Skype with an industry professional who explained how the publishing industry is trying to increase diversity in children’s literature.

In this article, Ms. Sport outlines the questions she used to guide her project, the steps she took with her students to complete the project, and the student outcomes at the end of the project.  She also gave tips for other educators who would like to create their own, similar project


I thought that this was an interesting article because it seemed to combine both the area of collaboration as well as the area of inquiry design.  The project was built around common core standards and dealt with real world, complex problems with very young children.  The students had a personal investment in the ultimate goal, the ability to buy books for their classroom library and they were able to talk to an industry professional about publishing and representation and diversity.

The students were also able to evaluate and talk about their own classroom library, something they interact with on a daily basis and extrapolate that experience into a wider world view.

Another interesting aspect of the outcomes was how the students were able to build their experience and incorporate it into their writing.  I also liked how the teacher was able to incorporate math standards and ELA standards into what is essentially a social studies unit.








Universal Design for Learning

Name: Krista Schmidt

Topic: ET

Citation: The UDL Guidelines. Retrieved from:

Summary: Universal Design for Learning (UDL) is a framework designed to improve teaching and learning for ALL. Often, the framework is explained as teaching to the edges with the idea of designing learning experiences that are accessible by all students. This webpage includes the UDL Guidelines in which Multiple Means of Engagement (why), Representation (what), and Action & Expression (how) are explored with examples of options within each area that teachers may choose to incorporate in their plans.

Opinion: This webpage provides a clear, interactive chart to allow teachers to see options they can utilize in their instruction to move toward UDL in order to reach more of their students needs.

Technology that boosts teaching and learning

Name: Kristian Johnson

Topic: TE

Citation: Marty, N. (2019). 19 Useful Educational Tech Tools for 2019. Retrieved from:

Summary: This is an article that lists 19 tech tools that teachers can use to make their students’ learning experiences transformative. Nick Marty introduces some lesser known, yet important tools that make learning and teaching engaging for both students and teachers. These tools range from ways to gamify learning to teaching students about coding.

Opinion: I think this is a really helpful article because it gives an introduction all kinds of useful tech tools that teachers can use to make their lessons more engaging. It all features tools that allow students to work together and collaborate with their learning experiences.

Technology that Boosts Teaching and Learning

Name: Villena, Justin

Topic: TE

Citation: Leeder, Kim. “Learning to Teach Through Video.” The Library with The Lead Pipe, Oct. 2009. Accessed 10 Sept. 2019.

Summary: This article provides a demonstration of what teaching would be like if teachers or professors were to teach through videos. Kim Leeder describes how these video instructions must be short and concise, as putting too much information in one short video can overwhelm a student. Whereas, having to focus on one topic at a time, can help a student focus more and retain more.

Opinion: I think this article is helpful because it demonstrates how technology can be beneficial to students, and how it can help enhance the instruction of teachers for their classroom sessions.

Technology Evaluation Tools

Rebecca Blauch

Topic: CA

Bibliographic Citation:

Wan, T. (2019). Google apps are used widely in K-12. A new tool will show just how useful they are. EdSurge. Retrieved from

Summary: The author discusses new resources through G Suite and Google Classroom for teacher assessment and evaluation. The author explains how the “transformation report” works and what it does, along with providing graphs that the report will generate. This new report allows administrators to assess what tools in the G Suite are being used and how, in order to determine how to better use technology in the classroom. Google has also developed new surveys for teachers to complete regarding the classroom tools they use, so they can gather both qualitative and quantitative data about how the resources work in the classroom.

Opinion: As someone who isn’t very familiar with everything the G Suite has to offer for classrooms and educators, this article gave a lot of details on different resources that Google provides that may not be well known or utilized to their full potential in education.

Problem Scoping: Design Thinking & Close Reading Makerspaces in the School

Waltz, Katherine

Topic: Inquiry & Design (ID)

Bibliographic Citation:

Blakemore, M. (2019). Problem scoping: Design thinking & close reading makerspaces in the school library. Knowledge Quest46(4), pp. 66–69. Retrieved from

Summary: The author defines what a makerspace is and illustrates some of its uses for students. She then goes into problem scoping as part of the design process, where students would define the problem, before continuing on to design a solution. The author also connects literature and literacy to the making process, as they can be connected by solving problems in stories through making. She offers different approaches that can be taken for this design practice with whole groups or small groups.

Evaluation/Opinion: As someone who is very new to almost all of the theories and practices from this segment, I had not heard of this practice, and thought it was a very interesting one that was also friendly as a more introductory article that I could also use where I am more experienced in a public library setting while still teaching me more about school librarianship. I thought others may have been interested in learning about this as well if they had not yet heard of problem scoping with makerspaces.