Digischol

Jamie Rhue thought that her first passage as a school librarian would be a rapid detour to his career as a class teacher.

But when she headed her own primary school class in Chicago, she found herself to miss the library and aspire to media teaching.

So it was back to the shelves for her. Since 2010, Rhue has been a school librarian at Providence Englewood Charter School, a prek-8 school on the south side of Chicago, mainly serving black and brown students who live in a familiar community known as “Chiraq”.

Although she has never seen herself to become a school librarian, Rhue liked the dynamism and the variety of her work. She teaches concepts as extensive as American sign language, critical thinking, typing, realization of research and writing in cursive. And she works with pre -K children until the eighth year during a given week – a difficult but rewarding load.

“It is the best kept secret in education, to be a school librarian,” says Rhue with pride. “You can interact with everyone.”

Beyond his work with the students, Rhue also undertook to collaborate with their teachers, helping, for example, to transmit his own knowledge of the media and the mastery of information so that they can transmit them to the learners including their guard.

As part of our series of calls for role, Edsurge highlighted the work of unknown school staff who helps shape the day for children, from school nurses to paraprofessional and beyond. For this episode, we star the librarian and media specialist, Jami Rhue.

The following interview was slightly modified and condensed for more clarity.

Edsurge: How did you get here? What brought you to your current role?

Jami Rhue: I never thought of the library until I went to a job show for Chicago public schools, and they were looking for school librarians. I had won my master’s degree in the art of teaching elementary education. I was more a periodic girl, with magazines and newspapers and an occasional novel or a self-assistance book.

I was hired and I became a school librarian … but I thought I wanted to have a more important impact by becoming a teacher in class. So I told the director that I wanted to get out of the library.

She said, “Please don’t do it”. I said, “No, I want to try to do more. I went and became a fourth year professor, in a loop with these fourth year students in the fifth year, then I said: “What do you know?” … I really need to go back to the library so that I can study media and media literacy. But my director had already hired a new school librarian.

So I resigned and prayed, and I came across a publication for an independent school, pre-k at 12th year, on the west side of Chicago.

I was the assistant librarian of my librarian guru. I like her – I am still in contact with her today, even if she is retired. I have learned this year so much to be under its supervision and advice, with regard to library – state of mind, systems, study program, relations with my colleagues. So she retired. The director of this school said: “Well, we have a school librarian position in our school at Charter Prek-8”, that’s where I am now, Providence Englewood Charter School. Since 2010, I have been here as a librarian and media specialist.

When people outside the school ask you what you do – say, during a social event – how do you describe your work?

My mantra is now: I am an educator and a prosperous business woman. BOOP. I am a second -year doctoral student in education leadership. BOOP. I focus on charter schools, multitility and school library. BOOP. This is what I do.

So you don’t necessarily say: “I am a school librarian”?

No. I am an educator. I have courses in school library, so it is certainly part of my progress, having real theories of library and pedagogies and systems to my credit. I am not a fourth year teacher, but I teach different levels of maturity and age levels, including colleagues. And I mean, I plan the lessons, I am planning units. So yes, I am an educator and businesswoman.

What does a hard day look like in your role?

This is kindergarten, then the sixth year, then the second year, then the eighth year, then the fifth year, then the fourth year, then the pre -k, then the third year – back to back to back. It’s difficult. But that’s what I like.

Although I have a fixed schedule, one day is never the same, and it corresponds to my personality.

By thinking of serving these different ages during a given day, can you articulate what is difficult on this subject?

This is different. When you have 45 minutes once a week with students who have so many different learning levels, so much accommodation and different modifications, and you must always stay with him and plan and be able to change or modify in an instant, class management is the key. And that’s really, I think, with which most teachers are struggling, because if you can’t manage, you can’t teach. Once the management has been solidified or clarified, the teaching is joyful and fun and fluid, and you learn children and they learn from you.

What does a very good day look like in your role?

A very good day is when I am able to end my course plan from start to finish, when children catch what I bring for five seconds. When the students are with me and not against me, it’s a big day. They are little people, so they have their emotions. They go through things. This is why our relationships with them are essential.

One thing that I really appreciate in my school is the expectation that we know the names of our children. He’s not just a “hey”. It’s not just a “darling”. It’s Michael. It’s Jelani. It’s Torrance. It is Mr. Williams. This is the surname, the first name. So when children buy in relationships, it’s good. And even when a teacher comes to see me and said to me: “I have a project. How can you help me? Can you sit and meet me? Collaborate with my colleagues – it’s also a good day for me as a school librarian, because we are their co -designing.

I think that is something that is lacking in the conversation on education, where school librarians enter. I do not know why we are not considered as educators and as co-collaborators and as co-teachers, but that is part of what we do. We are information specialists. So yes, when the children cooperate and the teachers ask to collaborate, it makes me a good day.

When you work with children, are they in the library most of the time with you? What could be a lesson you present to them?

So, for today, I had sixth, first year and fifth year lessons. You must therefore be able to recognize these letters, and as an educator, I know that K-2 or Pre-K-2, this is when these fundamental skills are developed. This is why I incorporate the American sign language. Their arrival activity is therefore to decode a message using different letters from the alphabet in sign language.

We read out loud. If I read a story to them, I also teach parts of a book by creating quotes, because when they go to high school and college, they will have to create a research document that requires quotes. Research skills, these fundamental skills are therefore part of it, and this involves parts of a book. They learn the title, the author, the publisher and the date of copyright.

I also teach the strike. We learn where the letters and punctuation marks are and how to use them. So, this is withdrawn in the arts of language, with regard to the third to the fifth year – where the keys are on the keyboard, what these different function keys represent, these control keys.

I also teach cursive writing, which is a lost art. I say to my college students, you will have to sign high school requests for the university, for financial assistance, scholarships. When you become a boss, you will have to sign checks. And the signature is not the impression. You should know how to sign your name in cursive writing if you want to accept things once you are no longer a child. It is a skill that has been withdrawn from the study program, at least in Illinois, and I want to bring it back.

I also teach media literacy. I (recently) approached two of the eighth year teachers and sixth year teachers by doing a certain professional development with me using media literacy and critical thinking throughout the program, teaching students to decode the world.

So yes, so these are some of the things I teach: information mastery, research skills, technology, how to use the public library, ASL, cursive, the Dewey decimal system.

What is an unexpected way that your role shapes the day for children?

I ended a seventh year class on Monday, and they aligned themselves when they were waiting for their teacher to come and get them. One of the girls says, “Mrs. Rhue, I just think you’re so dope. I said, “What? Me? Why would you say that? THANKS. But why? She says, “You teach us things we did not think, and you make things fun and interesting.

It really warmed my heart – that you pay attention to everything I bring. I bring 360 degrees and 100% of whom I am what I say and that I do with you, and you take it. And it was surprised. You never know who pays attention. I mean, children be careful, but do they really be careful?

What do you want you to change about your school or the education system today?

I want me to make sure that there was a school librarian in each primary and high school school. I want each school to be made with a full -time certified school librarian. Whether it is a school in a charter, a traditional public school, a private school, an independent school, they all need a school library with a school librarian to support the control of information and become the teachers’ thought partners.

I also wish, for my school, that we find ourselves tighter to what works very well for us and do not let it go when there is a new trend in education that comes every year or every two years. Don’t forget the right things just because there are new things.

Your role gives you unique access and overview to young people today. What thing you learned about young people through your work?

Young people want to trust you, but they will test you first to see if you are trustworthy.

Jamie Rhue thought that her first passage as a school librarian would be a rapid detour to his career as a class teacher.

But when she headed her own primary school class in Chicago, she found herself to miss the library and aspire to media teaching.

So it was back to the shelves for her. Since 2010, Rhue has been a school librarian at Providence Englewood Charter School, a prek-8 school on the south side of Chicago, mainly serving black and brown students who live in a familiar community known as “Chiraq”.

Although she has never seen herself to become a school librarian, Rhue liked the dynamism and the variety of her work. She teaches concepts as extensive as American sign language, critical thinking, typing, realization of research and writing in cursive. And she works with pre -K children until the eighth year during a given week – a difficult but rewarding load.

“It is the best kept secret in education, to be a school librarian,” says Rhue with pride. “You can interact with everyone.”

Beyond his work with the students, Rhue also undertook to collaborate with their teachers, helping, for example, to transmit his own knowledge of the media and the mastery of information so that they can transmit them to the learners including their guard.

As part of our series of calls for role, Edsurge highlighted the work of unknown school staff who helps shape the day for children, from school nurses to paraprofessional and beyond. For this episode, we star the librarian and media specialist, Jami Rhue.

The following interview was slightly modified and condensed for more clarity.

Edsurge: How did you get here? What brought you to your current role?

Jami Rhue: I never thought of the library until I went to a job show for Chicago public schools, and they were looking for school librarians. I had won my master’s degree in the art of teaching elementary education. I was more a periodic girl, with magazines and newspapers and an occasional novel or a self-assistance book.

I was hired and I became a school librarian … but I thought I wanted to have a more important impact by becoming a teacher in class. So I told the director that I wanted to get out of the library.

She said, “Please don’t do it”. I said, “No, I want to try to do more. I went and became a fourth year professor, in a loop with these fourth year students in the fifth year, then I said: “What do you know?” … I really need to go back to the library so that I can study media and media literacy. But my director had already hired a new school librarian.

So I resigned and prayed, and I came across a publication for an independent school, pre-k at 12th year, on the west side of Chicago.

I was the assistant librarian of my librarian guru. I like her – I am still in contact with her today, even if she is retired. I have learned this year so much to be under its supervision and advice, with regard to library – state of mind, systems, study program, relations with my colleagues. So she retired. The director of this school said: “Well, we have a school librarian position in our school at Charter Prek-8”, that’s where I am now, Providence Englewood Charter School. Since 2010, I have been here as a librarian and media specialist.

When people outside the school ask you what you do – say, during a social event – how do you describe your work?

My mantra is now: I am an educator and a prosperous business woman. BOOP. I am a second -year doctoral student in education leadership. BOOP. I focus on charter schools, multitility and school library. BOOP. This is what I do.

So you don’t necessarily say: “I am a school librarian”?

No. I am an educator. I have courses in school library, so it is certainly part of my progress, having real theories of library and pedagogies and systems to my credit. I am not a fourth year teacher, but I teach different levels of maturity and age levels, including colleagues. And I mean, I plan the lessons, I am planning units. So yes, I am an educator and businesswoman.

What does a hard day look like in your role?

This is kindergarten, then the sixth year, then the second year, then the eighth year, then the fifth year, then the fourth year, then the pre -k, then the third year – back to back to back. It’s difficult. But that’s what I like.

Although I have a fixed schedule, one day is never the same, and it corresponds to my personality.

By thinking of serving these different ages during a given day, can you articulate what is difficult on this subject?

This is different. When you have 45 minutes once a week with students who have so many different learning levels, so much accommodation and different modifications, and you must always stay with him and plan and be able to change or modify in an instant, class management is the key. And that’s really, I think, with which most teachers are struggling, because if you can’t manage, you can’t teach. Once the management has been solidified or clarified, the teaching is joyful and fun and fluid, and you learn children and they learn from you.

What does a very good day look like in your role?

A very good day is when I am able to end my course plan from start to finish, when children catch what I bring for five seconds. When the students are with me and not against me, it’s a big day. They are little people, so they have their emotions. They go through things. This is why our relationships with them are essential.

One thing that I really appreciate in my school is the expectation that we know the names of our children. He’s not just a “hey”. It’s not just a “darling”. It’s Michael. It’s Jelani. It’s Torrance. It is Mr. Williams. This is the surname, the first name. So when children buy in relationships, it’s good. And even when a teacher comes to see me and said to me: “I have a project. How can you help me? Can you sit and meet me? Collaborate with my colleagues – it’s also a good day for me as a school librarian, because we are their co -designing.

I think that is something that is lacking in the conversation on education, where school librarians enter. I do not know why we are not considered as educators and as co-collaborators and as co-teachers, but that is part of what we do. We are information specialists. So yes, when the children cooperate and the teachers ask to collaborate, it makes me a good day.

When you work with children, are they in the library most of the time with you? What could be a lesson you present to them?

So, for today, I had sixth, first year and fifth year lessons. You must therefore be able to recognize these letters, and as an educator, I know that K-2 or Pre-K-2, this is when these fundamental skills are developed. This is why I incorporate the American sign language. Their arrival activity is therefore to decode a message using different letters from the alphabet in sign language.

We read out loud. If I read a story to them, I also teach parts of a book by creating quotes, because when they go to high school and college, they will have to create a research document that requires quotes. Research skills, these fundamental skills are therefore part of it, and this involves parts of a book. They learn the title, the author, the publisher and the date of copyright.

I also teach the strike. We learn where the letters and punctuation marks are and how to use them. So, this is withdrawn in the arts of language, with regard to the third to the fifth year – where the keys are on the keyboard, what these different function keys represent, these control keys.

I also teach cursive writing, which is a lost art. I say to my college students, you will have to sign high school requests for the university, for financial assistance, scholarships. When you become a boss, you will have to sign checks. And the signature is not the impression. You should know how to sign your name in cursive writing if you want to accept things once you are no longer a child. It is a skill that has been withdrawn from the study program, at least in Illinois, and I want to bring it back.

I also teach media literacy. I (recently) approached two of the eighth year teachers and sixth year teachers by doing a certain professional development with me using media literacy and critical thinking throughout the program, teaching students to decode the world.

So yes, so these are some of the things I teach: information mastery, research skills, technology, how to use the public library, ASL, cursive, the Dewey decimal system.

What is an unexpected way that your role shapes the day for children?

I ended a seventh year class on Monday, and they aligned themselves when they were waiting for their teacher to come and get them. One of the girls says, “Mrs. Rhue, I just think you’re so dope. I said, “What? Me? Why would you say that? THANKS. But why? She says, “You teach us things we did not think, and you make things fun and interesting.

It really warmed my heart – that you pay attention to everything I bring. I bring 360 degrees and 100% of whom I am what I say and that I do with you, and you take it. And it was surprised. You never know who pays attention. I mean, children be careful, but do they really be careful?

What do you want you to change about your school or the education system today?

I want me to make sure that there was a school librarian in each primary and high school school. I want each school to be made with a full -time certified school librarian. Whether it is a school in a charter, a traditional public school, a private school, an independent school, they all need a school library with a school librarian to support the control of information and become the teachers’ thought partners.

I also wish, for my school, that we find ourselves tighter to what works very well for us and do not let it go when there is a new trend in education that comes every year or every two years. Don’t forget the right things just because there are new things.

Your role gives you unique access and overview to young people today. What thing you learned about young people through your work?

Young people want to trust you, but they will test you first to see if you are trustworthy.

Jamie Rhue thought that her first passage as a school librarian would be a rapid detour to his career as a class teacher.

But when she headed her own primary school class in Chicago, she found herself to miss the library and aspire to media teaching.

So it was back to the shelves for her. Since 2010, Rhue has been a school librarian at Providence Englewood Charter School, a prek-8 school on the south side of Chicago, mainly serving black and brown students who live in a familiar community known as “Chiraq”.

Although she has never seen herself to become a school librarian, Rhue liked the dynamism and the variety of her work. She teaches concepts as extensive as American sign language, critical thinking, typing, realization of research and writing in cursive. And she works with pre -K children until the eighth year during a given week – a difficult but rewarding load.

“It is the best kept secret in education, to be a school librarian,” says Rhue with pride. “You can interact with everyone.”

Beyond his work with the students, Rhue also undertook to collaborate with their teachers, helping, for example, to transmit his own knowledge of the media and the mastery of information so that they can transmit them to the learners including their guard.

As part of our series of calls for role, Edsurge highlighted the work of unknown school staff who helps shape the day for children, from school nurses to paraprofessional and beyond. For this episode, we star the librarian and media specialist, Jami Rhue.

The following interview was slightly modified and condensed for more clarity.

Edsurge: How did you get here? What brought you to your current role?

Jami Rhue: I never thought of the library until I went to a job show for Chicago public schools, and they were looking for school librarians. I had won my master’s degree in the art of teaching elementary education. I was more a periodic girl, with magazines and newspapers and an occasional novel or a self-assistance book.

I was hired and I became a school librarian … but I thought I wanted to have a more important impact by becoming a teacher in class. So I told the director that I wanted to get out of the library.

She said, “Please don’t do it”. I said, “No, I want to try to do more. I went and became a fourth year professor, in a loop with these fourth year students in the fifth year, then I said: “What do you know?” … I really need to go back to the library so that I can study media and media literacy. But my director had already hired a new school librarian.

So I resigned and prayed, and I came across a publication for an independent school, pre-k at 12th year, on the west side of Chicago.

I was the assistant librarian of my librarian guru. I like her – I am still in contact with her today, even if she is retired. I have learned this year so much to be under its supervision and advice, with regard to library – state of mind, systems, study program, relations with my colleagues. So she retired. The director of this school said: “Well, we have a school librarian position in our school at Charter Prek-8”, that’s where I am now, Providence Englewood Charter School. Since 2010, I have been here as a librarian and media specialist.

When people outside the school ask you what you do – say, during a social event – how do you describe your work?

My mantra is now: I am an educator and a prosperous business woman. BOOP. I am a second -year doctoral student in education leadership. BOOP. I focus on charter schools, multitility and school library. BOOP. This is what I do.

So you don’t necessarily say: “I am a school librarian”?

No. I am an educator. I have courses in school library, so it is certainly part of my progress, having real theories of library and pedagogies and systems to my credit. I am not a fourth year teacher, but I teach different levels of maturity and age levels, including colleagues. And I mean, I plan the lessons, I am planning units. So yes, I am an educator and businesswoman.

What does a hard day look like in your role?

This is kindergarten, then the sixth year, then the second year, then the eighth year, then the fifth year, then the fourth year, then the pre -k, then the third year – back to back to back. It’s difficult. But that’s what I like.

Although I have a fixed schedule, one day is never the same, and it corresponds to my personality.

By thinking of serving these different ages during a given day, can you articulate what is difficult on this subject?

This is different. When you have 45 minutes once a week with students who have so many different learning levels, so much accommodation and different modifications, and you must always stay with him and plan and be able to change or modify in an instant, class management is the key. And that’s really, I think, with which most teachers are struggling, because if you can’t manage, you can’t teach. Once the management has been solidified or clarified, the teaching is joyful and fun and fluid, and you learn children and they learn from you.

What does a very good day look like in your role?

A very good day is when I am able to end my course plan from start to finish, when children catch what I bring for five seconds. When the students are with me and not against me, it’s a big day. They are little people, so they have their emotions. They go through things. This is why our relationships with them are essential.

One thing that I really appreciate in my school is the expectation that we know the names of our children. He’s not just a “hey”. It’s not just a “darling”. It’s Michael. It’s Jelani. It’s Torrance. It is Mr. Williams. This is the surname, the first name. So when children buy in relationships, it’s good. And even when a teacher comes to see me and said to me: “I have a project. How can you help me? Can you sit and meet me? Collaborate with my colleagues – it’s also a good day for me as a school librarian, because we are their co -designing.

I think that is something that is lacking in the conversation on education, where school librarians enter. I do not know why we are not considered as educators and as co-collaborators and as co-teachers, but that is part of what we do. We are information specialists. So yes, when the children cooperate and the teachers ask to collaborate, it makes me a good day.

When you work with children, are they in the library most of the time with you? What could be a lesson you present to them?

So, for today, I had sixth, first year and fifth year lessons. You must therefore be able to recognize these letters, and as an educator, I know that K-2 or Pre-K-2, this is when these fundamental skills are developed. This is why I incorporate the American sign language. Their arrival activity is therefore to decode a message using different letters from the alphabet in sign language.

We read out loud. If I read a story to them, I also teach parts of a book by creating quotes, because when they go to high school and college, they will have to create a research document that requires quotes. Research skills, these fundamental skills are therefore part of it, and this involves parts of a book. They learn the title, the author, the publisher and the date of copyright.

I also teach the strike. We learn where the letters and punctuation marks are and how to use them. So, this is withdrawn in the arts of language, with regard to the third to the fifth year – where the keys are on the keyboard, what these different function keys represent, these control keys.

I also teach cursive writing, which is a lost art. I say to my college students, you will have to sign high school requests for the university, for financial assistance, scholarships. When you become a boss, you will have to sign checks. And the signature is not the impression. You should know how to sign your name in cursive writing if you want to accept things once you are no longer a child. It is a skill that has been withdrawn from the study program, at least in Illinois, and I want to bring it back.

I also teach media literacy. I (recently) approached two of the eighth year teachers and sixth year teachers by doing a certain professional development with me using media literacy and critical thinking throughout the program, teaching students to decode the world.

So yes, so these are some of the things I teach: information mastery, research skills, technology, how to use the public library, ASL, cursive, the Dewey decimal system.

What is an unexpected way that your role shapes the day for children?

I ended a seventh year class on Monday, and they aligned themselves when they were waiting for their teacher to come and get them. One of the girls says, “Mrs. Rhue, I just think you’re so dope. I said, “What? Me? Why would you say that? THANKS. But why? She says, “You teach us things we did not think, and you make things fun and interesting.

It really warmed my heart – that you pay attention to everything I bring. I bring 360 degrees and 100% of whom I am what I say and that I do with you, and you take it. And it was surprised. You never know who pays attention. I mean, children be careful, but do they really be careful?

What do you want you to change about your school or the education system today?

I want me to make sure that there was a school librarian in each primary and high school school. I want each school to be made with a full -time certified school librarian. Whether it is a school in a charter, a traditional public school, a private school, an independent school, they all need a school library with a school librarian to support the control of information and become the teachers’ thought partners.

I also wish, for my school, that we find ourselves tighter to what works very well for us and do not let it go when there is a new trend in education that comes every year or every two years. Don’t forget the right things just because there are new things.

Your role gives you unique access and overview to young people today. What thing you learned about young people through your work?

Young people want to trust you, but they will test you first to see if you are trustworthy.