January Displays: Using a Display Lens to Support a Calm Reset

January always feels like a quiet reset.

After the busy pace of fall and winter, the library becomes a place where students need help settling back into routines, rebuilding focus, and reconnecting with books. This month, I’m sharing a short January Reset series focused on simple systems that support calm, intentional learning in the library.

Last week, I shared how Shelf Starters help anchor each class period. This week, I’m focusing on another system that quietly shapes student behavior and book choice: library displays.

Library displays are often treated as decoration, but when they’re planned with intention, they become one of the most effective tools we have for guiding students — without adding another task to a busy schedule.

Why Library Displays Matter (Especially in January)

Library displays aren’t just visual. When they’re thoughtfully planned, they can:

  • Guide students toward meaningful book choices

  • Reinforce routines and expectations

  • Reduce decision fatigue for students returning from break

  • Support classroom learning

  • Make the library feel welcoming and calm

In January, displays can do even more. They help students ease back into learning without pressure or overload — something many students need after time away from school routines.

Introducing the Display Lens

To keep display planning manageable, I use what I call a Display Lens.

A display lens isn’t a calendar or a checklist. It’s a guiding question:

What do students need right now — and how can the library space quietly support that?

Instead of changing displays constantly, the lens stays the same. What changes is the student need it’s responding to.

In January, that need is clear: reset, focus, and reassurance.

How I Think About January Displays

Rather than changing everything at once, I approach January displays with simplicity and purpose. I usually choose one main focus display and one or two supporting displays that can stay up for most of the month.

When planning January displays, I think about the needs students bring with them after winter break. Most fall into three areas:

  • Fresh Starts & Goals

  • Learning, Leadership, and Reflection

  • Focus & Curiosity

Not every display needs to be elaborate. A clear theme and a small collection of well-chosen books go a long way.

January Display Ideas That Work

📚 1. New Year, New Reading

This is a simple, student-friendly way to start the semester.

Display ideas might include:

  • “New Year, New Books”

  • “Try a New Genre”

  • “Books to Start the Year Strong”

You might invite students to:

  • set a personal reading goal

  • recommend a favorite book

  • choose a genre they want to explore

This display pairs naturally with conversations about growth and curiosity — without adding pressure.

🧠 2. Focus, Growth, and Perseverance

January is a great time to highlight books that quietly support:

  • Focus and perseverance

  • Problem-solving

  • Growth mindset

These displays reinforce executive functioning and calm learning habits without needing explicit instruction. The books do the work.

🌟 3. Leadership, Voice, and Change

January includes meaningful moments for reflection and learning, including Martin Luther King Jr. Day. This makes it a strong month to highlight books about:

  • Leadership

  • Standing up for others

  • Fairness and justice

  • Real people who made a difference

This display can be simple — a small collection of picture books and biographies with a clear sign.

January Literacy & Learning Observances to Note

Here are a few January observances that work especially well for library displays:

  • National Braille Literacy Month (all month)

  • International Creativity Month (all month)

  • Martin Luther King Jr. Day (3rd Monday in January)

  • Edgar Allan Poe’s Birthday (January 19) — great for mysteries

  • Data Privacy Day (January 28) — a natural tie-in to digital citizenship

You don’t need to highlight all of these. Even one thoughtful connection is enough.

A Gentle Reminder About Displays

Library displays don’t need to change every week to be effective.

One or two well-planned displays that stay up for most of January can:

  • Reduce student overwhelm

  • Support reading habits

  • Reinforce routines

  • Make the library feel intentional and calm

Sometimes, doing less allows the books to speak more clearly.

How the Display Lens Works Beyond January

While I’m focusing on January displays right now, the Display Lens is designed to support the library all year long — without requiring constant change.

Instead of planning entirely new displays each month, I shift the focus of the same system based on what students need most at that point in the year.

Here’s a high-level view of how that lens evolves, along with a few starting-point book ideas for each month.

January — Reset & Focus

Displays support routines, reduce overwhelm, and help students ease back into reading.

Display starting points:

  • The OK Book by Amy Krouse Rosenthal



  • The Whatifs by Emily Kilgore



  • Your Fantastic Elastic Brain by JoAnn Deak



  • Quiet Please, Owen McPhee! by Trudy Ludwig



February — Comfort & Motivation

Displays highlight familiar favorites, short reads, and choice without pressure.

Display starting points:

  • I Want My Hat Back by Jon Klassen



  • The Bad Seed by Jory John




  • Leonardo, the Terrible Monster by Mo Willems



March — Curiosity & Independence

Displays invite exploration and self-directed browsing as routines solidify.

Display starting points:

  • Seven Blind Mice by Ed Young



  • Not a Box by Antoinette Portis



  • The Darkest Dark by Chris Hadfield



  • The Big Umbrella by Amy June Bates



April — Stewardship & Care

Displays connect reading to responsibility, community, and environmental awareness.

Display starting points:

  • The Watcher by Jeanette Winter



  • What a Waste by Jess French



  • The Great Kapok Tree by Lynne Cherry



  • Our House Is on Fire by Jeanette Winter



May — Reflection & Celebration

Displays honor reading identity, effort, and growth without adding new expectations.

Display starting points:

  • Thank You, Omu! by Oge Mora



  • Those Shoes by Maribeth Boelts



  • Maybe by Kobi Yamada



Looking Ahead in the January Reset Series

This January Reset series is focused on small systems that make a big difference. Instead of adding new programs, the goal is to strengthen what’s already happening in the library.

In upcoming posts, I’ll continue sharing ways to support routines, focus, and reading engagement — one intentional shift at a time.

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Manga, Comics, & Graphic Novels for Kids: An Updated School Librarian Guide (2026)

 In 2016, I wrote my first post about comics, manga, and graphic novels for tweens after a student asked me for recommendations — and I completely froze.

At the time, my experience was mostly limited to titles like Smile, Sisters, and El Deafo. Manga felt unfamiliar, and age-appropriate options for elementary readers were far more limited than they are today. With help from colleagues (and a lot of reading), I created a list that became a go-to resource for my library.

Nearly ten years later, the world of manga and graphic novels for kids has grown tremendously.

This updated post reflects:

  • Newer, school-appropriate manga

  • Manga adaptations and hybrid formats

  • Clear grade guidance for families

  • And thoughtful recommendations for today’s readers

📘 Manga Formats to Know

Manga Adaptations

Manga adaptations are based on familiar franchises — games, shows, or movies kids already love. These are often excellent entry points for reluctant readers.

Examples include:

  • Pokémon

  • Animal Crossing

  • Minecraft

  • Splatoon



  • Disney Manga titles (Kilala Princess, Stitch!)

 



Hybrid Manga Formats

Hybrid manga blend manga-style art with Western graphic novel storytelling. These often read left-to-right and feel especially approachable for beginners.

Hybrid formats are wonderful bridge books for readers moving from graphic novels into traditional manga.

Captain Underpants Manga (Coming April 2026) 


🌟 Updated Manga & Graphic Novel Recommendations

🪄 Fantasy & Magical Adventures

Unico — Grades 3–6
A modern reimagining of a classic unicorn story. Gentle fantasy, emotional depth, and themes of kindness and resilience.



Disney Manga: Kilala Princess — Grades 3–6
An original Disney manga following a girl who journeys through classic Disney worlds while discovering her own inner strength.


Hilda / Hildafolk — Grades 2–5
Whimsical adventures inspired by folklore. Still incredibly popular thanks to the animated series.



🐾 Animal & Slice-of-Life Stories

Saphie: The One-Eyed Cat — Grades 2–5
A gentle, empathetic story about a one-eyed cat navigating everyday life.


Chi’s Sweet Home — Grades K–3
Short, expressive chapters perfect for emerging readers.



Happy Happy Clover — Grades 2–4
A sweet woodland story centered on friendship and community.




🤖 Sci-Fi, Robots & STEM-Curious Readers

Mecha-Ude: Mechanical Arms — Grades 4–7
A sci-fi adventure featuring a sentient mechanical arm and a student learning responsibility and teamwork.


Zita the Spacegirl — Grades 3–6
A strong sci-fi adventure that continues to hold up beautifully.



🎮 Manga Adaptations for Gamers & Franchise Fans

Pokémon Adventures — Grades 3–6
Action-driven stories set in the Pokémon universe.

Animal Crossing: New Horizons – Deserted Island Diary — Grades 2–5
Low-stakes, cozy storytelling focused on community.

Minecraft: The Manga — Grades 3–6
Highly engaging for reluctant readers.

The Legend of Zelda (manga) — Grades 4–7
Fantasy adventure tied to a familiar game world.



😂 Humor & Everyday Life

Yotsuba&! — Grades 2–5
A joyful look at everyday life through a curious child’s eyes.



Phoebe and Her Unicorn — Grades 2–5
Humor-driven with heart and strong appeal to fantasy lovers.



Babymouse — Grades 1–4
Still a fantastic bridge from early readers to graphic novels.



⭐ Still Recommended from My 2016 List

Some recommendations truly stand the test of time. These titles were strong picks in 2016 — and they’re still excellent choices today:

  • Amulet

  • Bone

  • HiLo

  • The Lunch Lady

  • Bird & Squirrel

  • Sidekicks

  • Roller Girl

  • Sunny Side Up

  • Awkward

  • Raina Telgemeier titles (Smile, Sisters, Ghosts)

📌 These books continue to circulate well and remain favorites for many students.

👉 You can view my original 2016 list here:

⚠️ Popular Manga to Read With Guidance

Some manga frequently requested by students were not written specifically for elementary readers. These may be appropriate for older readers with guidance:

  • Warriors Manga — Grades 5–7



  • Spy x Family — Grades 5–7



  • Haikyu!! — Grades 6+




  • One Piece — Grades 6+




  • Dragon Ball / Dragon Ball Z — Grades 6+



👨‍👩‍👧 Tips for Families Choosing Manga

  • Check the rating on the back cover

  • Flip through a few pages together

  • Read Amazon reviews, especially low-star reviews that mention content concerns

  • Remember that popular doesn’t always mean age-appropriate

  • When in doubt, ask a librarian

❤️ Final Thoughts

Manga, comics, and graphic novels are not a shortcut around reading — they are reading.

What’s changed since 2016 isn’t the value of these formats, but the breadth of thoughtful, age-appropriate options now available. With intentional curation, manga can be a powerful way to help kids fall in love with reading.

___________________________________________________________________________________

If you’re looking for more support as you help kids build strong reading habits, I’ve created a free K–6 Reading Guide filled with practical recommendations, reader-friendly strategies, and tools for families and educators.

It’s designed to complement formats like graphic novels and manga while supporting long-term reading growth.

👉 Grab the free K–6 Reading Guide here: 


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Start the Semester Strong: 50 Shelf Starter Warm-Ups for Calm, Focused Library Routines

 January always feels a little different.

Students return from break with big energy, tired routines, and brains that need time to settle back into learning. For many educators, this time of year brings the same question:

“How do I reset expectations and rebuild routines without starting over?”

One simple answer in my library has been Shelf Starters — short, predictable warm-up activities students complete at the beginning of class to help them transition, focus, and settle into learning.

Over the years, I’ve built a bank of 50 Shelf Starter warm-ups that I rotate depending on student age, energy level, and lesson focus. They’ve become one of the most reliable ways I anchor calm, focused routines — especially during seasonal transitions like the start of a new semester.

Why January Is the Perfect Time for a Routine Reset

The start of a new semester is a natural opportunity to:

  • Revisit expectations

  • Establish consistency

  • Create calm transitions

  • Support student focus

Rather than adding something new to your plate, a short, predictable warm-up can anchor your class and set the tone for everything that follows.

That’s where Shelf Starters shine.

What Are Shelf Starters?

Shelf Starters are 5–10 minute warm-up activities students complete at the beginning of every library or media class. The routine stays the same, but the activity changes.

That consistency is what makes them powerful.

Shelf Starters help students:

  • transition smoothly into learning

  • focus their attention

  • build confidence and independence

  • understand expectations as soon as class begins

When students know exactly how class will start, the room feels calmer — and learning can begin more quickly.

Shelf Starters in Practice: One Routine, Many Possibilities

The same Shelf Starter routine can look different depending on the age of your students. Here are a few examples of how I adapt them.


📘 Shelf Starter Example: Book Guess (Visual Thinking)

Younger Students (K–2)
Show a small portion of a familiar book cover or illustration and have students guess the title using clues.

Older Students (3–5)
Show a symbol or partial image from a well-known book or series. Students write a quick inference:
“I think this is ___ because…”

Why this works:
It builds observation, inference, and confidence in a calm, low-pressure way.

🎭 Shelf Starter Example: Character Movement (Focus + Comprehension)

Younger Students (K–2)
Act out story elements (building a house, huffing and puffing, tiptoeing quietly) and freeze on cue.

Older Students (3–5)
Freeze in a pose that shows a character’s action, emotion, or problem.

Why this works:
It provides movement while reinforcing comprehension and self-control.

✍️ Shelf Starter Example: One-Sentence Story (Executive Functioning)

Younger Students (K–2)
Finish a sentence starter orally or in writing.

Older Students (3–5)
Write a complete story in one sentence that includes a character, problem, and solution.

Why this works:
It strengthens planning, focus, and clarity — key executive functioning skills.

Shelf Starters and Executive Functioning

One reason I value Shelf Starters so much is that they quietly support executive functioning — skills like task initiation, focus, self-regulation, and following routines.

Because Shelf Starters are predictable and clearly structured, students know exactly how to begin class without confusion or stress. This routine lays the foundation for stronger focus and independence throughout the lesson.

50 Shelf Starter Warm-Ups for Calm, Focused Library Classes

You don’t need to use all 50 ideas — even choosing a few consistent favorites can make a noticeable difference in how class begins. I rotate these based on student age, energy level, and lesson focus.

📚 Literacy-Focused Shelf Starters

(Books, characters, stories, and creativity)

  1. Book Guess – Show part of a cover or illustration and have students infer the title using clues.

  2. Would You Rather…? (Book Edition) – Ask a choice question tied to characters, settings, or themes.

  3. Word of the Day – Introduce a library-related word and briefly discuss its meaning.

  4. Quote or Riddle – Solve a short riddle or quote connected to a book or author.

  5. Book Emoji Puzzle – Use emojis to represent a book title and have students decode it.

  6. Genre Sort – Show a title or cover and identify the genre with a reason.

  7. Character Hot Seat – Give clues about a character while students guess who it is.

  8. Two Truths and a Tale – Identify the false statement about a book or story.

  9. Mystery Object – Predict a book based on an object related to the story.

  10. Brain Stretch Movement – Use light movement connected to book choices or genres.

  11. Quick Book Review Snap – Share a one-sentence opinion about a recent read.

  12. Title Scramble – Unscramble the words of a book title or author’s name.

  13. Book Cover Redesign – Describe or sketch a new cover concept.

  14. Quick Character Sketch – Draw or describe a character using minimal details.

  15. Fact or Fiction? – Decide if a statement about a book or author is true.

  16. Book Quote Match – Match a quote to its book or character.

  17. Quick Plot Prediction – Predict a story using the cover or first line.

  18. Story Mix-Up – Put story events back in the correct order.

  19. Book Connection Question – Make a text-to-text or text-to-self connection.

  20. I Notice / I Wonder – Observe a cover or illustration and share thoughts.

  21. Quick Genre Challenge – Identify a genre using limited clues.

  22. Mini Book Recommendation – Give a one-line recommendation to a peer.

  23. Character Action Freeze – Freeze in a pose showing a character’s action or emotion.

  24. One-Sentence Story – Write a complete story using one carefully planned sentence.

  25. Library Story Starters – Finish a creative sentence related to books or reading.

🗂️ Library Skills–Focused Shelf Starters

(Navigation, organization, and independence)

  1. Library Layout Hunt – Locate a section or area of the library.

  2. Shelf Scavenger Hunt – Find books by author, topic, or Dewey number.

  3. Library Bingo Mini-Challenge – Complete one quick library task.

  4. Mystery Book Reveal – Guess a book using a set of clues.

  5. Library Object Guess – Identify the purpose of a library tool or material.

  6. Check-In Class Jobs – Review student responsibilities or routines.

  7. Seasonal Book Hunt – Find books connected to a season or holiday.

  8. Book Sorting Practice – Sort books by genre, author, or format.

  9. Nonfiction Quick Fact – Share one fact from a nonfiction book.

  10. Cover Detective – Predict nonfiction topics from book covers.

  11. Author Match-Up – Match authors to their books.

  12. Book Spine Poetry – Create a poem using book spines.

  13. Library Rules Quick Quiz – Review expectations in a low-pressure way.

💻 Media Technology Shelf Starters

(Digital skills with intention — not overload)

  1. Digital Mini-Challenge – Add one slide, image, or idea to a shared project.

  2. Quick Typing Sprint – Type a short sentence or response.

  3. Emoji Book Challenge – Represent a story using emojis digitally.

  4. Digital Fact Collector – Add one fact to a shared document.

  5. Quick Canva Design – Create a simple visual or title slide.

  6. Digital Brain Teasers – Solve a short online logic puzzle.

  7. Story Mapping – Outline story elements using a digital tool.

  8. Quick Coding Logic – Solve unplugged or basic coding challenges.

  9. Shared Polls or Voting – Vote on books, endings, or ideas.

  10. Collaborative Brainstorm – Add ideas to a shared digital board.

  11. Digital Mystery Reveal – Guess a book or fact using digital clues.

  12. Student Mini-Tutorial – Teach a quick tech tip to a peer.

Tips for Using Shelf Starters Successfully

  • Keep them 5–10 minutes max

  • Rotate activities to maintain curiosity

  • Mix movement, discussion, writing, and digital options

  • Connect them to lessons, displays, or seasons

For younger students, Shelf Starters often work best as a whole-group activity.
For older students, they become a calm, independent entry point into learning.

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Maddie’s Fridge: How Books Build Empathy, Awareness, and Action

 

One of the greatest powers of books is their ability to help students understand experiences beyond their own. Stories give children language for feelings, context for complex issues, and a safe way to explore realities they may not yet fully understand.

Maddie’s Fridge by Lois Brandt is a powerful example of this. Through a simple story about friendship, the book gently introduces students to the reality of food insecurity and invites meaningful conversations about empathy, responsibility, and community support.



This book also aligns beautifully with the United Nations Sustainable Development Goals, particularly SDG #2: Zero Hunger and SDG #10: Reduced Inequalities, making it a strong choice for classrooms looking to connect literacy with global citizenship.

The story is told through the eyes of Sofia, a child who begins to notice something troubling: her friend Maddie’s fridge is always empty. As Sofia struggles with what she has seen and what she should do, the book carefully explores the tension between wanting to help and respecting a friend’s wishes — all while centering compassion over judgment.

The Good

This book handles a sensitive topic with care, honesty, and respect. It acknowledges that food insecurity exists — sometimes within our own communities — without placing blame or shame on families.

Because the story is told from a child’s perspective, students can easily connect to Sofia’s confusion, concern, and growing understanding. This makes it especially effective for SEL instruction, helping students practice empathy and problem-solving in a developmentally appropriate way.

From a curriculum standpoint, Maddie’s Fridge works well for:

  • SEL lessons on empathy, kindness, and responsibility

  • Social studies discussions about community needs

  • Global citizenship and SDG-aligned learning

The Not-So-Good (From a School Librarian Lens)

Because the book addresses food insecurity, the topic may feel personal or emotional for some students. It’s important to approach the story thoughtfully and create a safe, supportive environment for discussion.

That said, the author handles the subject in an age-appropriate way, and with guidance, this book becomes a powerful opportunity for understanding rather than discomfort.

Discussion Guide: Talking About Empathy and Helping Others

Use these questions to guide thoughtful, student-centered conversations. Consider reminding students that families are different and that needing help is never something to be ashamed of.

Before Reading

  • Look at the cover. What do you notice about the characters?

  • What do you think the title Maddie’s Fridge might mean?

  • What do you think a fridge is usually used for?

During Reading

  • How does Sofia feel when she notices Maddie’s fridge is empty?

  • Why do you think Maddie asks Sofia not to tell anyone?

  • What choices does Sofia have? What might be hard about each one?

After Reading

  • Why do you think the author chose to tell this story from Sofia’s point of view?

  • How do the grown-ups help in the story? Why is that important?

  • What does this book teach us about friendship?

SEL-Focused Questions

  • How can we tell when someone might need help?

  • What are respectful ways to help someone without embarrassing them?

  • Why is empathy important when we don’t know someone else’s full story?

From Understanding to Action: Classroom & School Ideas

One of the most powerful things about this book is how naturally it leads students from awareness to action. After reading, many students want to help — and this book provides an excellent opportunity to show them how.

Here are meaningful, age-appropriate ways to respond:

  • Start a food drive to support a local food pantry

  • Create a classroom share table for unopened snacks

  • Invite a community helper to explain how food pantries work

  • Discuss how helping should always be respectful and kind, not embarrassing

These actions reinforce the idea that even small efforts can make a real difference.

Family & Community Resources

This book can also be a gentle entry point for sharing support resources in a respectful, non-assumptive way. Schools may choose to quietly include information such as:

  • Local food pantry locations

  • School meal programs

  • Community assistance organizations

Providing this information helps ensure families know support is available if needed.

Overall

Maddie’s Fridge is a quiet but deeply impactful book. It reminds us that stories don’t just teach — they build empathy, foster understanding, and inspire action.

For educators looking to connect literacy with SEL, global citizenship, and real-world impact, this book is a meaningful and powerful choice.

Recommended Grade Levels

Grades K–3
(With thoughtful discussion, it can also be effective in upper elementary classrooms.)

Why Your Students Will Love It

Students will connect to the friendship at the heart of the story. They’ll recognize Sofia’s concern, feel her uncertainty, and often leave the conversation wanting to help someone else — a powerful reminder that books can change how we see the world.

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How School Librarians Can Teach Technology Skills Without Screens Taking Over

 One of the most common concerns I hear from teachers and families is this:

“How do we teach technology skills without adding more screen time?”

It’s a fair question — especially in elementary schools, where students are still developing focus, self-regulation, and executive functioning skills. As a School Library Media Specialist, I’ve felt this tension myself.

What has grounded my practice is this understanding:
technology education does not have to mean more screens or longer screen sessions.

In fact, research and professional guidance consistently show that in grades K–5, the most meaningful technology learning happens when screens are used intentionally, briefly, and with purpose.

What Technology Skills Do Elementary Students Actually Need?

When we talk about “technology skills,” it’s easy to imagine advanced coding, strict typing benchmarks, or even artificial intelligence. But current research and elementary technology frameworks emphasize that the most important skills at this age are foundational, not advanced.

For elementary students, those foundational skills include:

  • Recognizing letters and symbols on a keyboard

  • Opening, closing, and navigating programs or apps

  • Using simple recording or creation tools to share ideas

  • Understanding how technology helps communicate thinking

  • Collaborating and communicating responsibly in shared digital spaces

Recent research on technology use in elementary education shows that technology is most effective when it supports communication, literacy, and meaning-making, rather than functioning as an isolated technical skill. A 2024 meta-analysis published in Educational Technology Research and Development reinforces that purposeful integration — not tool complexity — is what supports learning in early grades.

In other words, students don’t need more technology.

They need clear reasons for using it.


Navigating the Pressure Around Coding, Typing, and AI

Many educators feel increasing pressure to introduce coding early, track typing speed, or prepare students for emerging technologies like AI. At the same time, some schools and states are reducing screen time altogether.

These conversations can feel conflicting.

What anchors my approach is this: before students can code, type quickly, or evaluate AI-generated content, they need to understand how technology works, why it’s used, and how to use it responsibly.

Foundational technology skills build confidence and flexibility — preparing students to adapt to any future tool, digital or otherwise.

The Library’s Unique Role in Teaching Tech Skills

The library is one of the few spaces in a school where technology naturally supports learning rather than driving it. In the library, tech tools are used to:

  • Communicate ideas

  • Create something meaningful

  • Support inquiry and exploration

This makes the library an ideal place to model balanced technology use — showing students that screens are tools, not the focus.

Executive Functioning, Focus, and the Library Space

Executive functioning skills — such as focus, planning, self-control, and task persistence — are still developing throughout elementary school.

The library offers a unique environment where students can practice these skills in a calm, structured way.

Library lessons naturally support executive functioning when students:

  • Listen and follow multi-step directions

  • Plan before creating

  • Manage short periods of screen use

  • Reflect on their work

By intentionally limiting screen time during projects, librarians help students strengthen their focus muscles rather than overload it.

Teaching Technology Through Media Projects

One of the most effective ways to teach technology skills without screen overload is through short, project-based media experiences.

Student Commercials

When students create short commercials, they practice:

  • Speaking clearly

  • Planning a message

  • Understanding persuasion

  • Using simple recording tools

The screen is only used briefly — the real learning happens during discussion, rehearsal, and reflection.

Student Newscasts

Newscasts help students:

  • Organize information

  • Collaborate with peers

  • Practice basic filming skills

  • Understand how media communicates information

Again, technology supports the project — it doesn’t dominate it.

Book Trailers and Storytelling

Book trailers and digital storytelling allow students to:

  • Summarize and reflect

  • Make creative choices

  • Learn basic editing or recording skills

  • Connect reading and technology

These projects reinforce literacy while introducing essential tech concepts.

Teaching Tech Skills Without a Device in Every Hand

Not every student needs a screen to learn technology skills.

Some of the most important learning happens before a device is ever turned on:

  • Planning a message

  • Deciding what images or words to use

  • Practicing speaking and listening

  • Learning to collaborate and take turns

This approach reduces screen fatigue and keeps students engaged.

Modeling Balanced Screen Time Matters

Students learn how to use technology not just from what we say — but from what we model.

When librarians:

  • Limit unnecessary screen time

  • Build in discussion and reflection

  • Show that devices are tools, not entertainment

Students learn that balance is an essential life skill.

Modeling healthy technology habits in our own classrooms and library spaces helps students develop the self-awareness they need to manage screens responsibly.




An Invitation to Rethink Technology Time

Teaching technology skills doesn’t require more screens — it requires intentional choices.

Start small:

  • A short recording instead of a long session

  • One shared device instead of many

  • Planning and discussion before pressing record

When technology is used with purpose, students learn more — and screens don’t take over.

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