So for the rest of this week, and all of next week, I will have a practicum student to supervise and assist. While she is under the direct supervision of our teen librarian, she is all mine for these two weeks to learn about the ready-to-read after-storytime program. In addition, she will be observing storytimes. This week she is shadowing me and assisting with the activity, and is developing an activity for next week.
Lots of the time on Tuesday was spent explaining the program, its purposes, and where things were. Armed with a stack of books, she has been brainstorming ideas to do after storytime. It is a fascinating experience to work with someone else on a project that is so near and dear to me. She has a lot of great ideas, and it isn’t my position to shoot down any ideas, rather to help her see how they will fit into the program. Since I developed it, and have a sort of rudimentary set of guidelines on what doesn’t work, I some times have to say “That is a great idea–how will we encourage children to complete the whole project in the time frame?” or “Will we have time to get that all ready for next week?” Perhaps I should just let her learn this on her own, but that seems kind of mean to allow her to embark on a project that will suck every waking moment of her time and still not complete it.
Anyway, she brainstormed a lot of good ideas–and the one she settled on will be a great deal of fun. It marks an enthusiasm for the program as well as an understanding of the ways that parents use the resource. In watching parents make sets of alphabet cards to take home, she thought it would be great to provide something else they could make that they could work with. Building off of an old childhood favorite Memory, she will cut out shapes and cards and allow children to make cards with one on each to play a matching game with another card.
Tomorrow, she will work on preparing materials and pulling together books for the display–and I may have to leave her in charge for the set up of the program.