It is officially summer for me! My school let out exactly a week ago. I am happy to report that my days have been spent napping, soaking up time with my family, and cleaning things I have neglected throughout the school year.
I am going to take a step back from blogging, but I will still come by to discuss all things books, lesson plans, and more throughout the summer.
Happy summer to all my fellow school librarians! I'll be back in a few weeks.
We wait all year for the end of the school year — and then it shows up faster than we expect.
The energy shifts. Routines feel different. Students are ready for something new — even if we’re not quite there yet.
At this point in the year, I don’t try to do more in the library.
I try to keep things simple.
Students still need structure, but they also need space to move, create, and reflect on what they’ve learned.
These are a few activities I return to each year that still support learning — without adding extra stress.
One of my favorite end-of-year activities is creating a small “tech museum” experience.
Instead of bringing in anything new, I use what we already have. I pull out older technology the school still owns — things like overhead projectors — and I also ask teachers if they have items from home they’d be willing to share.
I make it clear that anything brought in will need to go back with them and that I’m not responsible for personal items. Keeping that boundary in place makes it easier for others to say yes.
We often end up with a wide range of items:
I also include a section focused on how stories and information were shared in the past.
Students explore:
I challenge them to try to find words in a dictionary and compare that experience to how we search for information today.
These small moments lead to really meaningful conversations about how things have changed — and how technology has evolved to make our lives easier.
Students are always surprised by how much longer simple tasks used to take — which naturally leads to conversations about convenience, access, and change.
It’s simple to set up, flexible, and highly engaging.
Students are still learning — they’re just doing it in a way that feels more like exploration than instruction.
As the year winds down, I like to give students opportunities to create something of their own.
A simple digital book works well because it can be adapted to any grade level.
Students might:
This gives students a chance to reflect, create, and share — all while using skills they’ve built throughout the year.
At this point in the year, students need a little energy and fun built into the day.
A typing challenge — especially one where students compete against the teacher — is always a hit.
This can be as simple as:
It keeps students engaged while still reinforcing an important skill.
A scavenger hunt is one of the easiest ways to keep students moving and thinking at the same time.
I use this as a way to revisit:
Students enjoy the game aspect, but they’re still practicing real library skills.
I always try to build in time for students to reflect on their reading.
This can be very simple:
Sometimes students share with a partner.
Sometimes we do quick, informal book talks.
These small moments help students recognize themselves as readers — which is one of the most important outcomes of the year.
At this point in the year, students don’t need more structure.
They need:
These activities allow learning to continue — just in a way that matches the season.
The end of the year doesn’t have to feel like a countdown.
It can be a time to notice what students have built — and give them space to use those skills in different ways.
Sometimes, doing less allows learning to stand out more.
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By the time spring arrives, energy can feel low — but the book fair still shows up.
In a small school, running a book fair without volunteers can feel overwhelming. There are decorations to hang, schedules to manage, and students to support — all while keeping the library running.
Over time, I’ve learned that the book fair doesn’t have to be perfect to be meaningful.
It just needs to be intentional.
The hardest part, for me, is always the setup.
Getting decorations up, preparing the space, and making it feel like an event takes time and energy — especially without a team of volunteers.
But I’ve also learned something important:
You don’t have to do it alone.
Even without formal volunteers, there are still people willing to help — they just need clear, manageable tasks.
Instead of asking broadly, I keep it simple:
These small moments of support make a big difference.
They don’t require a huge time commitment, but they help the space come together — and they remind me that I’m not doing it all by myself.
One of the biggest shifts I’ve made is inviting students to be part of the process.
When I worked in the public library, I had a teen advisory group. Those students helped plan, create, and shape programs — and they took real ownership of the space.
I’ve carried that idea into the school library.
My 4th and 5th grade students help create simple decorations for the book fair. We don’t aim for perfection — we focus on participation.
Students aren’t just attending the book fair.
They’re helping build it.
Instead of treating decorations as something separate, I connect them to what we’re learning.
We talk about:
Students think about how to create displays that would make someone want to stop, look, and explore.
This turns a simple task into a meaningful learning experience.
During the book fair, I also incorporate a media and technology connection.
Students rotate through a simple “tech museum” where we explore how technology has changed over time.
We talk about:
This allows students to continue engaging in a media lesson, even during a busy week.
The book fair becomes more than an event — it becomes part of the learning (More on this later)
One of the biggest challenges during a book fair is managing the non-book items — small toys, trinkets, and school supplies.
Instead of putting everything out, I take a different approach.
I photograph each item and assign it a number.
Students can see the photo, but if they’re interested, they have to ask for the number to see the actual item.
This does a few things:
It creates a small pause — and that pause helps students make more intentional choices.
Another way I keep the focus on reading is by including teacher wish list baskets.
If students are finished shopping for themselves, I invite them to:
pick out a book for their classroom
Students love this.
It shifts the experience from:
“I’m buying something”
to:
“I’m contributing to my classroom”
It builds community and keeps the focus on books, not just purchases.
The environment matters more than we think.
During the book fair, I:
This helps create a space that feels special — more like a small shop than a busy classroom.
It also has an added benefit:
Students stay excited, but not overwhelmed.
The energy stays calm, focused, and manageable.
There are always students who finish quickly.
Instead of letting that turn into a distraction, I build in meaningful options.
One activity I use is:
Students:
We talk about:
It’s simple, but it connects directly to media literacy.
I also ask older students to share quick book talks during the fair.
Nothing formal — just:
This:
It turns students into part of the experience, not just participants.
During the fair itself, I focus on clarity over complexity.
I don’t try to do everything.
I focus on what keeps the experience calm and manageable for both students and myself.
When students are part of the process, something shifts.
The book fair becomes:
It’s not just about buying books.
It’s about building something together.
Running a book fair without volunteers isn’t always easy.
But it doesn’t have to be elaborate to be meaningful.
With a few simple systems, a willingness to ask for help, and opportunities for students to take ownership, the book fair can become one of the most memorable parts of the year — for everyone involved.
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