Unplugged, But Engaged: No-Tech Activities for the Library

As school librarians, we often feel pressure to integrate the latest apps, devices, or digital tools into our lessons. Technology absolutely has a powerful place in our work, but sometimes constraints — budget, access, or bandwidth — limit what we can do. Sometimes students simply need a break from screens. That’s where no-tech activities come in: low-prep, student-centered, and often wildly effective.

Below are several tried-and-true activities I used with middle schoolers (adaptable for any grade). Each is ready to run and includes how-to steps, management tips, AASL standard ties, learning outcomes, and SEL connections.

Shelve-It — A Dewey challenge in card form

Turn extra spine labels into a portable shelving game.
 How to set up & run

 When you receive new books, collect any extra spine labels vendors include.

  1. Stick labels on index cards and laminate for durability.
  2. Scramble the cards and hand sets to students (individuals, pairs, or small groups).
  3. Students practice putting the cards in order (by call number/title as appropriate).
  4. Use rounds (timed or race style) or a station rotation so multiple groups can play.
     Management tips: Model one example first. You can offer some hints for tricky call-number situations.
     AASL: Inquire, Include, Curate.
     Learning outcome: Reinforces call number order, shelving logic, and attention to detail.
     SEL: Builds persistence, collaboration, and problem-solving.

Mad Libs — Grammar + giggles (but proof first!)

Students love creating silly stories; scaffold with parts of speech first.
 How to set up & run

  1. Select Mad Libs pages in advance — scan and proof them first to avoid inappropriate prompts (avoid ones that ask for body parts, etc.).
  2. Prepare a parts-of-speech worksheet (or have a printed list of examples). Quick mini-lesson on nouns/verbs/adjectives beforehand.
  3. Give students the parts-of-speech sheet first. Let them fill those out in pairs or groups of 2–3.
  4. After they finish, hand out the story page so they don’t try to make the story “make sense” prematurely.
  5. Students read aloud their completed stories for laughs and follow with a brief reflection on the grammar used.
     Management tips: Pair students so stronger readers/modelers can scaffold others. Set clear expectations for appropriate language.
     AASL: Inquire, Collaborate, Explore.
     Learning outcome: Strengthens grammar knowledge and parts of speech.
     SEL: Encourages creativity, shared humor, and respectful group work.

Scattegories — Quick thinking + vocabulary

A classic that stretches vocabulary and categorization skills.
 How to set up & run

  1. Choose or create a Scattegories list — proof the categories to ensure suitability for your students.
  2. Explain the list and what constitutes an acceptable answer.
  3. Students work in pairs. Use a phone timer for the allotted round time.
  4. When time’s up, go around and have groups share answers; award points for unique answers if you like.
     Management tips: Model a sample round with the whole group first. Keep answer sharing orderly (e.g., clockwise).
     AASL: Curate, Collaborate, Explore.
     Learning outcome: Expands vocabulary and rapid categorization skills.
     SEL: Promotes communication, teamwork, and friendly competition.

Metaphor Dice — Roll to think metaphorically (Taylor Mali)

                             

Dice generate word prompts — students create and justify metaphors.
 How to set up & run

  1. Use a Metaphor Dice set (Taylor Mali’s concept) or create your own word dice.
  2. Students roll all dice. They pick three and arrange them in order (red, white, then blue) so the three suggest a metaphor (you may need to supply a verb or small connector words).
  3. Allow students to add modifiers like NOT, NEVER, or USED TO BE to change meaning.
  4. Students may need several rerolls (or to reroll only one color) to arrive at a workable trio.
  5. Hand out blank paper and pencils. Students write their metaphor, then explain orally why it makes sense and what it means.
     Management tips: This takes practice — walk around, listen, and prompt students (“Why does red = X help your metaphor?”). Encourage justification, not just wordplay.
     AASL: Inquire, Explore, Engage.
     Learning outcome: Builds figurative language skills and interpretation.
     SEL: Encourages flexible thinking, risk taking in expression, and respectful listening.

Musical Books — Quick book sampling (no chairs required)

 

A calmer alternative to musical chairs that lets kids sample texts.
 How to set up & run

  1. Have students sit in a circle on the floor (teacher sits in circle if possible).
  2. Start passing books to the right, one at a time; practice passing so students get the hang of it and hand-eye coordination.
  3. Play a short, repetitive song (I use Chicken, Monkey, Duck by Mike Phirman — it’s simple and keeps the energy up). Books are passed while music plays.
  4. When the music stops, each student keeps the book in their hands. Read quietly for 2–3 minutes (anywhere in the book: cover, blurb, a random page).
  5. If a student somehow has two books, pass one down the line rather than tossing it — this keeps things orderly and avoids repeat books.
  6. Repeat for about 2–3 rounds. After the final round, students may check out the book they liked. If multiple students want the same book, settle it with rock–paper–scissors.
     Management tips: Practice expectations for passing and quiet reading. Stop the activity if it becomes too silly.
     AASL: Curate, Explore, Engage.
     Learning outcome: Exposes students to a variety of texts and promotes independent book selection.
     SEL: Builds self-control, patience, and sharing/respect for materials.

Inferencing with Books — Bagged books, big predictions

Students use only the cover (or feel/weight) to infer and predict.
 How to set up & run

  1. Use advance reader copies (ARCs) or regular books. Individually bag them in brown paper bags so students can’t pick by cover (I used ARCs for variety).
  2. Before students begin, go through the inferencing questions together and model with one example book. Emphasize “no peeking” and instruct when they may take the book out.
  3. You can run the responses on a Google Form (I did) or on paper. Make sure students know what counts as evidence-based answers (not just “I like it”).
  4. Sample question list to give each student:
    • What is the title of the book?
    • Who is the author?
    • Describe the cover in a few sentences.
    • What do you think the genre is?
    • What do you think the book’s setting is? What makes you think that?
    • How does the person on the cover feel? Why?
    • What main colors are used on the book? Do you think the colors have meaning for the story?
    • What do you think the story is about? How do you think it will end?
  5. After students answer, allow them to read the blurb/summary. Follow with reflection questions: Did the summary change your answers? Which ones? How accurate were your predictions? Predict a theme.
     Management tips: Use one book as a whole-group model so students know the level of detail you expect. Reinforce evidence-based reasoning (“I think X because of Y on the cover”).
     AASL: Inquire, Think, Curate.
     Learning outcome: Strengthens inferencing, prediction, and text analysis skills.
     SEL: Encourages curiosity, humility in being wrong/adjusting predictions, and respectful discussion.

The Book With No Pictures + Poetry Pairing — Read aloud to build rapport

Use read-aloud to create joy and model adult silliness and enthusiasm.
 How to set up & run

  1. On an early library visit, read The Book With No Pictures (B.J. Novak) aloud — I prefer reading it myself even though there’s a YouTube read-aloud available; the live performance helps students connect to you.
  2. After the laugh, hand out Shel Silverstein’s poem “Magic” for students to read silently. Ask: Why did I pair this poem with the book? Lead a short discussion about how many middle-grade and YA books don’t include pictures and how imagination fills that space.
     Management tips: Keep it light and playful — model expressive reading. Use this as an early community-building activity.
     AASL: Engage, Inquire, Explore.
     Learning outcome: Models read-aloud practice and text pairing across formats.
     SEL: Fosters joy, connection, and a welcoming classroom persona.

Closing thought

Balancing tech with no-tech activities gives students multiple entry points for learning and engagement. These ready-to-use activities promote literacy, collaboration, creativity, and SEL while keeping you flexible when devices or bandwidth aren’t available. They also spotlight the library as a place of active learning and playful discovery.