#AASL, #ESSA, and #NEAToday’s Report

On Saturday, February 25th, #AASL executive director Sylvia Norton presented an #ESSA workshop for members of the Teacher Librarian Division (TLD) of the Arizona Library Association (AzLA). AASL offers a strong collection of Every Student Succeeds Act (ESSA) resources for all concerned school librarian/library advocates.

At the meeting, TLD was able to report that Arizona’s ESSA Plan, which was submitted for federal approval in January, mentions school librarians twice. School libraries are not mentioned at all in the plan. See below.

As noted in my January 30th post “Advocacy and Collaboration Support ESSA,” AzLA’s Legislative Committee and Leadership helped support TLD’s advocacy effort.

In Arizona, our challenge going forward is how to encourage school districts to include school librarians and libraries in their ESSA plans and grant proposals. As clearly demonstrated in the recent National Education Association’s (NEA) report “Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources: Full Report” school librarianship is in desperate straits in Arizona.

These are just a few alarming Arizona data points from the NEA study report. “Those states reporting the fewest percentages of schools with library/media centers are Arizona, Massachusetts, and Alaska, (79.6%, 77.3% and 74.5%, respectively)” (19). “States reporting the fewest [school librarians] are California and Arizona (54.5% and 64.1%, respectively)” (40).

For at least a decade, educators in Arizona have only been required to pass a test in order to become state-certified school librarians. According to the NEA report, 24.5% of practicing Arizona school librarians have earned M.L.S. degrees compared with 51.85% at the national level. And I suspect that many M.L.S. school librarians are on the verge of retiring. (An M.L.S. was required in Arizona when I started my graduate program in 1990.) In districts across this state, there are minimal salary incentives, if any, to earn a Master’s degree.

With so few professional school librarians in practice, no incentives to be fully prepared for the role, and no school librarianship course work offered at a reasonable tuition in the state, it is difficult to image how Arizona school librarian/library advocates can capitalize on the ESSA opportunity. Still, for some Arizona school districts that fund (at least) half-time librarians in every school, support may be within reach via grant funds for school librarian professional development or finessing the reinstatement of full-time positions (!). Then the question will be from where will these professionals come and how will they be prepared to serve?

The view from the Grand Canyon state may be bleak but thankfully, there are bright spots on the national level that offer encouragement for the future of our profession. In Pennsylvania and Nevada, there are efforts to require full-time, state-certified school librarians in every public school.

If you have an ESSA update to share, please do so by adding a comment to this post.

Arizona’s ESSA Plan
“Section 5.2: Support for Educators
A. Resources to Support State-level Strategies. Describe how the SEA will use Title II, Part A
Improve quality and effectiveness: The Arizona Department of Education continues to support, leveraging Title II-A funds, many initiatives and projects to improve the quality and effectiveness of teachers and principals including, but not limited to:…
School librarians to share professional learning for colleagues and disseminating the benefits of new techniques, strategies and technologies” (41).

“Section 6: Supporting All Students
6.1 Well-Rounded and Supportive Education for Students
When addressing the State’s strategies below, each SEA must describe how it will use Title IV, Part A funds and funds from other included programs, consistent with allowable uses of fund provided under those programs, to support State-level strategies and LEA use of funds…
B. The State’s strategies and how it will support LEAs to provide equitable access to a well-rounded education and rigorous coursework in subjects in which female students, minority students, English learners, children with disabilities, or low-income students are underrepresented. Such subjects could include English, reading/language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, or physical education.

LEA curriculum and instruction, as required by Arizona Revised Statutes §15-701, will be aligned to challenging academic standards. Through alignment to Arizona standards, all Arizona students will be provided equal access to a challenging, well-rounded instructional experience. Struggling learners will be addressed through intervention strategies while advanced learners receive acceleration and enrichment based on individual student needs. Gifted learners will receive appropriate gifted education services and support in accordance with Arizona Revised Statutes § 15-779, 15-779.01 and 15-779.02. In addition, school librarians support rigorous personalized learning experiences supported by technology and ensure equitable access to resources for all students” (50).

Works Cited

Arizona Department of Education. “ESSA State Plan Final Draft – Federal Submission,Azed.gov, https://cms.azed.gov/home/GetDocumentFile?id=58780e64aadebe183c5d5dc9. Accessed 27 Feb. 2017.

Tuck, Kathy, D. and Dwight R. Holmes. “Library/Media Centers in U.S. Public Schools: Growth, Staffing, and Resources: Full Report, 2016,” NEA.org, http://www.nea.org/assets/docs/Trends%20in%20School%20Library%20Media%20Centers%20Full%20Report.pdf. Accessed 27 Feb. 2017.

Image credit: Pennywise. “HandReach,” Morguefile.com, http://www.morguefile.com/archive/display/156694. Accessed 27 Feb. 2017.

 

 

Advocating for Respect and Literacy for All

If advocating for literacy for all is “political,” then a growing number of school librarians, authors, publishers, and schools are speaking up and out about the empathy and attitudes that will help ALL students become the respectful, successful native-born or naturalized citizens our country needs.  With this post, I applaud and join with them.

The following exemplary examples are just some of this work that came across my computer screen last week. I hope school librarians will follow these links and be on the lookout for other ways we can align our work with inclusion and take action for social justice.

School librarian Elissa Malespina penned and illustrated “An Open Letter to School Librarians,” which was published on the School Library Journal (SLJ) Web site. In her opinion piece, she challenges school librarians to take a firm stand about how we welcome and include students in our libraries and schools. “Every day students of different races, nationalities, and sexual orientations walk through our doors. Our libraries must be safe spaces for them, since the outside world has become increasingly unsafe.” For Ms. Malespina (and I hope for you), silence is not an option.

Young adult author Marie Marquardt wrote an equally eloquent appeal related to social justice on the Teen Librarian Toolbox (TLT) linked from the SLJ site: “Love and Justice: What I’ve Learned from Those Seeking Refuge in the U.S.” Ms. Marquardt, who lives in Georgia, has worked for more than twenty years with immigrants, most of whom were undocumented, and asylum-seeking refugees. In her piece, she wrote this: “They all made these journeys because they believed America is a place of refuge, a peaceful nation guided by such enduring values as fairness, equality, and the rule of law. Even in the face of clear injustices – blatant discrimination, inconsistent treatment in the courts – they have astounded me with their steadfast desire to participate in American life, to become American. In fact, they have taught me to see my own nation through new eyes, to affirm and celebrate our core values.”

The 2017 TLT Project is Social Justice YA Literature. Use this link to read more about this timely and essential effort. To participate in this effort on Twitter, use the #SJYALit.

Tomorrow, Tuesday, February 14th, Booklist, Second Story Press, and Lee & Low Publishers, are offering a free one-hour Webinar titled “Teaching Tolerance.” On the promotion for this event, the collaborators cite increased bullying in schools as an indication that educators and parents are called upon to use children’s literature to help young people increase their understanding and acceptance of “others.” School librarians can support classroom teachers and families by spotlighting these titles and integrating them into their collections and teaching.

BACC blog readers can find another resource for books about refugee and immigrant experiences on the Bridging Refugee Youth and Children’s Services Web site. This annotated list includes forty titles for both children and teens.

This post would not be complete without a huge shout out to Luma Mufleh and an appeal for your support for the Fugees Family. Coach Luma began her humanitarian work in 2006 by offering refugee boys a free, organized soccer team. Today, the Fugees Academy is the only school dedicated to refugee education in the U.S. One hundred thirty-six boys and girls are members of the Fugees Family and participate in year-round soccer, after-school tutoring, an academic enrichment summer camp, or are full-time students at the Fugees Academy where they learn academics and build character and leadership.

Like all 501(c)(3) organizations, the Fugees Family stays afloat through grants and on-going fundraising efforts. Please consider supporting their current effort – a t-shirt that reads: “Refugees – USA – Welcome.” Support these young people and their teachers. Purchase a shirt and wear it proudly.

Thank you all for the work you do and for speaking up and out.

And I close with one additional special thank you to Nebraska assistant public library director Rebecca Corkindale who collaborated with librarians from Saline County Library in Benton, Arkansas to create “Libraries Are for Everyone” graphics. With the help of librarians from around the world, Ms. Corkindale continues to translate the text on these copyright-free graphics into many languages.

Bravo to all!

Works Cited

Jensen, Karen. Love and Justice: What I’ve Learned from Those Seeking Refuge in the U.S.: A Guest Post by Author Marie Marquardt, Teen Librarian Toolkit.com, http://www.teenlibrariantoolbox.com/2017/02/love-and-justice-what-ive-learned-from-those-seeking-refuge-in-the-u-s-a-guest-post-by-author-marie-marquardt/

Malespina, Elissa. “Open Letter to School Librarians,” School Library Journal.com, http://www.slj.com/2017/02/opinion/soapbox/an-open-letter-to-school-librarians-silence-is-not-golden-opinion/

Image Credit
Corkindale, Rebecca. “Libraries Are for Everyone,” Hafuboti.com, https://hafuboti.com/2017/02/02/libraries-are-for-everyone/

Advocacy and Collaboration Support Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) has created an opportunity for school librarian advocacy. School librarian leaders and advocates from across the country are working together to ensure that their state- and district-level decision-makers include the important role of school librarians and libraries in preparing future ready students in their ESSA plans.

The message we intend to convey is that more than at any previous time in history, when information and technologies are changing at an astounding rate and “fake news” and “alt facts” are proliferating, the expertise and guidance of school librarians must be highly valued and utilized by other educators and students. ESSA Title II, Part A, notes that school librarians are responsible for sharing professional learning for colleagues and disseminating “the benefits of new techniques, strategies, and technologies” throughout the district.

Correlational research studies have shown that school librarians and effective school library programs positively impact student achievement (Gretz 2013, Scholastic 2016). School librarians’ roles in positively impacting “student achievement, digital literacy skills, and school climate and culture” are specifically mentioned in ESSA (“Title 1”). In addition, school librarians support “rigorous personalized learning experiences supported by technology” and ensure equitable access to resources for all students (ESSA, 2015, “Title IV, Part A.”)

In their advocacy efforts, many school librarian state associations have benefited from the support of workshops offered by our professional association, the American Association of School Librarians (AASL). Last fall in order to support state-level ESSA advocacy efforts, AASL provided ESSA trainings in 30 different states in just 60 days. AASL provides ESSA and School Libraries information on their Web site.

In some states, like Arizona, the Teacher Librarian Division is part of the larger state-level library association. The Arizona Library Association Legislative Committee and Leadership team took a lead role in informing the Arizona Department of Education about the critical importance of including specific language related to the work of school librarians and the role of school libraries in educating future ready students. It is encouraging when academic, public, or special librarians speak out on behalf of preK-12 school librarians.

It is even more encouraging when classroom teachers, school administrators, parents, and other community members raise their voices in support of the essential roles of school libraries and libraries in preparing students for college, career, and community readiness. If you are someone who is concerned about the quality of education students are receiving today and will receive tomorrow, please find out how you can ensure that school librarians’ work is specified in your state- or district-level ESSA Plan.

School districts will look to their state-level plans to determine their priorities for school improvement. By incorporating language related to school librarians and libraries in ESSA, we can collaborate to support all students and educators in having access to an instructional leader/information specialist and the print and electronic resources they need to succeed.

Works Cited

Gretz, Frances. School Library Impact Studies: A Review of Findings and Guide to Sources. Harry & Jeannette Weinberg Foundation, 2013, www.baltimorelibraryproject.org/wp-content/uploads/downloads/2013/09/Library-Impact-Studies.pdf

Scholastic. “School Libraries Work! A Compendium of Research on the Effectiveness of School Libraries,” 2016, Scholastic.com, http://www.scholastic.com/SLW2016

U.S. Department of Education. “Every Student Succeeds Act (ESSA).” Every Student Succeeds Act (ESSA) |U.S. Department of Education,
https://www2.ed.gov/policy/elsec/leg/essa/index.html

Image Credit:

Howard Lake. “Speak Up, Make Your Voice Heard.” n.d. Flickr.com, https://c1.staticflickr.com/6/5260/5540462170_d5297d9ce8_b.jpg

Re-commitment to Collaboration

Like many of you, I reflected on my most satisfying accomplishments and my incomplete projects of 2016 before settling on my 2017 New Year’s Resolutions. Although I am big on setting short-term achievable (daily/weekly) goals, it’s helpful for me to have a year-long big picture plan as well.

This year, I will re-commitment my professional work to collaboration within school learning communities and outward into the larger local, state, national, and international communities as well. As they have for more than twenty-five years, my resolutions focus on the literacy work of school librarians and school library programs.

In 2017, I will:

  • complete my forthcoming book Building a Culture of Collaboration: School Librarian Leadership and Advocacy. In the book, due to my editor in mid-June and scheduled to be published at the end of 2017, I will make the case with all library stakeholders for adopting a systems thinking approach to classroom-library coplanning and coteaching;
  • write, blog, make presentations, and generally shout out about the inquiry learning and reading comprehension foundations of the book and the potential of these responsibilities and a systems perspective to create opportunities for future ready school librarians to increase their impact on teaching and learning;
  • continue to work with the Arizona Library Association and the Teacher Librarian Division to advocate for inclusion of the essential roles of school librarians and libraries in the state’s Every Student Succeeds Act (ESSA) Plan. Once in place, I will advocate for the return of school librarian positions across Arizona, focusing first on districts in and around my home in Tucson;
  • continue to serve on committees of the American Association of School Librarians (AASL) and promote and support the worthy work of the association (including the celebration of AASL’s 65th anniversary);
  • work with practicing school librarians to support their collaborative work within their schools and in their collaborative work with community agencies and organizations. I will write about and promote their success; (See my 12/30/16 ALSC blog post “Gimme a C (For Collaboration!) that features a school-library public-library collaboration for summer reading.)
  • expand my thinking about how school librarians and school library programs can make a difference in family literacy, particularly for babies and preschool children. Helping our communities prepare children for formal schooling is an investment in each individual’s long-term life choices and in the health of our neighborhoods and cities;
  • continue to honor and promote the work of public library and healthcare providers who are making a difference for families through books for babies programs. Yesterday, in Tarrant County, Texas, the Fort Worth Public Library and the JPS Health Network began their 2017 initiative to give a copy of my book Vamos a leer/Read to Me to every new mother. In 2017, the Friends of the Dallas Public Library and Parkland Health Systems are continuing their program “Books for Dallas Babies,” which began on January 1st, 2016;
  • and I will enact my library values in my professional and civic life.

There is much work to be done to promote equity and justice.

With a huge thank-you to author-illustrator Melissa Sweet for Some Writer! The Story of E. B. White, my pick for the most outstanding 2016 information book for children, I set my resolve with an excerpt from a letter E.B. White wrote in 1973:

“Man’s curiosity, his relentlessness, his inventiveness, his ingenuity have led him into deep trouble. We can only hope that these same traits will enable him to claw his way out.
Hang on to your hat. Hang on to your hope. And wind the clock, for tomorrow is another day” (White, cited in Sweet 132).

And I would add: Let’s work together for equity, social justice, and the betterment of all!

Work Cited
Sweet, Melissa. Some Writer! The Story of E. B. White. New York: Houghton Mifflin Harcourt, 2016.

Twibbon courtesy of the American Association of School Librarians’ “It’s in Our Hands” 65th-anniversary Celebration

Professional “Gratitudes”

continental-divideEvery night for the past year, I have been recording my “gratitudes” in a journal. I began this reflective and hope-building practice after I learned that Texas Woman’s University rejected my proposal to continue in my associate professor position as a telecommuter from Tucson. (After seven years, commuting for my marriage was no longer emotionally or financially sustainable.) These daily notes to myself capture my thoughts as I negotiate this transition time in my life. This reflective practice provides me with reminders of my many blessings.

During the Thanksgiving holiday, many speak aloud of the things for which we are grateful. While I have often thought about my “professional” blessings, this may be the first time I have written them “out loud.”

I am grateful for the many friends and colleagues I have met and worked with throughout my school librarianship career. There are simply too many of you to name.

As a member of the American Library Association (ALA), American Association for School Librarians (AASL), Association for Library Services to Children (ALSC), Arizona Library Association (AzLA) and Teacher Librarian Division (TLD), Texas Library Association (TLA) and Texas Association of School Librarians (TASL), I have had the opportunity to get to know and learn with outstanding librarian practitioners, researchers, and literacy advocates.

While I have been a member and have been periodically active in education associations, my commitment to (school) librarianship has been and continues to be the overarching theme of my professional work. I am grateful for the people who lead and participate in library organizations. We share a set of core beliefs that come from our hearts and reach out as we serve children, youth, and our communities. I am blessed to be in their company; I am honored to call so many colleagues friends.

The photograph above was taken in 1998 at the 3M corporate compound at Wonewok in Minnesota. At the time, I was serving on the AASL @yourlibrary® Task Force. Those of us who participated enjoyed three days of thinking, planning, and playing that, for many of us, solidified our commitment to advocating for the professional work of school librarians.

Like many of my Wonewok colleagues, I felt “under the spell” of the Northern Lights and the incredible beauty of the grounds at Wonewok. In the above photograph, a number of us posed where the Northern (Continental) Divide intersects the St. Lawrence Divide near Hibbing, Minnesota, with waters draining to the Arctic Ocean, the Gulf of Mexico, and the Great Lakes.

I believe the school librarian profession is at another one of those watershed times in our history. In the federal education legislation called the Every Student Succeeds Act (ESSA), school librarians are included as key faculty in educating students for the future and collaborating with classroom teachers to co-create dynamic learning spaces and opportunities for all members of our learning communities.

Thank you especially to the ALA Washington Office Executive Director Emily Sheketoff for her tireless and unwavering advocacy efforts on behalf of school librarians. And thank you to AASL and our dedicated members who have provided 30 (!) state-level ESSA trainings in the past 60 days. Whew! You are a wonder.

Thank you to all of our colleagues for offering our expertise and care to children and educators through our professional work. As we move forward together, and to show my gratitude, I recommit myself to our mission to provide each and every student in the U.S. with a full-time state-certified school library professional who serves her/his school community as a leader, instructional partner, information specialist, teacher, and program administrator.

Image Credit
Photographer Unknown – from the Personal Collection of Judi Moreillon

Some of those pictured: Connie Champlin, Susan Ballard, Terri Grief, Harvey, Barbara Jeffus, Doug Johnson, Carrie Kienzel, Keith Curry Lance, Deb Levitov, Eileen Schroeder, Rocco Staino, Barbara Stripling, Hilda Weisburg, Terry Young, yours truly, and ???

Reflections on Professional Learning, Part 2

library_values_2This post is a continuation of last week’s reflection on my take-aways from the 2016 Arizona Library Association Conference.

I hope BACC readers who were at the conference will comment on their learning, including adding reflections on sessions I was unable to attend.

One of the reoccurring connections for me on the second day of the conference Friday, November 4th, was the importance of library values. This word cloud captures just some of the values embedded in the competencies for librarians as codified by our professional organizations: the American Library Association Core Competences, Association for Library Service to Children’s Competencies for Librarians Serving Children in Public Libraries, ALA/AASL Standards for the Initial Preparation of School Librarians, and the Young Adult Library Services Association Competencies for Librarians Serving Youth: Young Adults Deserve the Best.

Jessica Jupitus and Lori Easterwood provided the “Libraries Transform, But How?” opening keynote on Friday, November 4th.  When Jessica and Lori worked together a four-year goal of the Sacramento (CA) Public Library’s strategic plan was to increase positive public awareness about library services and increase participation in library programming. At the time, Jessica and Lori were young adults themselves. They used deliberately provocative titles, such as Punk Rock Aerobics and Heavy Metal Yoga, to attract 18 to 28-year-olds to programs. For me, their program connected to the library values of inclusion and diversity.

In my presentation “Storytelling Matters: Reach Out with Digital Advocacy Stories,” I invited participants to reflect on their library values and connect their values with a program or service and an audience they would like to bring into the library. Participants used a graphic organizer to develop a meme, one-sentence theme, think about the needs of their target audience, and identify some free or low-cost Web 2.0 tools to create their stories. On the resource page for the presentation, I shared examples of school and public library digital promotions. After the session, I added an example that participant Claudine Randazzo shared with the group. The testimonials in the video on behalf of the Coconino County bookmobile tell the story of this service so well!

As always, I was inspired by the values in action of those who received awards at the AzLA service and author awards luncheon. Congratulations to TLD’s own Patty Jimenez for her Follett School Librarian of the Year Award. I believe that at least one award recipient embodied each of the values in the word cloud above.

Sunnyside Unified School District (SUSD) librarians Kate Street, Jennifer Flores, and Fran Stoler presented “Extreme Library Makeover: Making Spaces for Student Creation and Collaboration.”  They shared their journey in “creating a digital age library in a 1970s space.” Their Web page includes a timeline, floor plan (for Sunnyside High School), movable furniture, and flexible spaces. For me, their “Extreme Makeover” work connects with the library values of freedom of expression, empowerment, and literacies.

Some of the renovations included smart tables, mobile whiteboards, kiosks, “Nemo Trellis” (new to me) and more. Kate, who is the librarian at Sunnyside High School, reported that the library’s new sound studio has been the most successful aspect of their renovation in terms of student creativity and ownership. Fran, who is the Desert View High School librarian, noted that the positive attitude of the librarians, students, teachers, and administrators was as important in their renovation efforts as were the renovations themselves.

As noted in last week’s post, Sunnyside is a 1:1 technology district and students are eager to spend time away from screens! Jennifer, who is the librarian at Los Amigos (Elementary) Tech Academy, shared some low-cost, low-tech strategies for library renovation, including painting walls and tables with whiteboard paint, board games, and freshly painted walls. Los Amigos uses a 50/50 model with students engaged with tech 50% of the time and interacting face to face (f2f) 50% of the time. Jennifer’s goal is to increase community involvement during the f2f time — to bring in the funds of knowledge in the community to mentor and teach the students.

As Miguel Figueroa noted, for librarians, a societal trend is simply “trendy” unless we view it through the lens of our library values. If we examine the signals in society that confirm a trend exists, we should then explore that trend to see if it aligns with our library values. When it does, librarians can work together to create library services and programs that will meet the current and future needs of our communities. Thoughtful librarians can take action to develop innovations that matter.

Every professional learning experience provides opportunities to meet new colleagues and to get to know long-time colleagues better.  At the TLD Mixer on Thursday night, I enjoyed the conversation with Jean Kilker, Patty Jimenez, Cindy Reyes, and Leslie Preddy. It was rewarding to connect with former University of Arizona graduate students and know they are doing great work in libraries across the state.

I left the conference hopeful for the future of librarianship. I know there is no shortage of work to ensure that our libraries continue to work with our community members to improve lives. I also know we can do it. Yes, we can!

Post-election comment: I believe it is especially critical that librarians rededicate ourselves to practicing and promoting the core values of our profession

Image Credit
Word Cloud created at Wordle.net

Flexible Scheduling = Time for Learning

flick-gator_cheerleadersDuring the SLC Connection “Classroom Library Coteaching 4 Student Success” Webinar held on October 13th, several participants asked questions about library scheduling. Some of us stayed online after the hour to talk a bit more about scheduling for classroom-library collaboration.

This has long been a tension for school librarians, particularly those who serve in elementary schools. Without a flexible schedule is it difficult to collaborate with classroom teachers and specialists and provide students with deeper learning opportunities.

In fact, a week later during Leslie Maniotes’ “Guided Inquiry Design in Action” Webinar on October 27th, Leslie noted the importance of classroom-library collaboration and stressed the inquiry phases needed before students formulate their questions: open, immerse, and explore. Thorough preparation for successful inquiry learning takes time.

In my experience, inquiry phases should occur over a reasonably short period so that students’ passions are engaged. This helps them become self-motivated as they begin their inquiry and supports them in making a commitment to their learning. Fixed library schedules were school librarians are working with students at one set time each week, usually for 30 to 50 minutes, simply does not lend itself to classroom-library collaboration for guided inquiry.

Roger Grape, school librarian at Blackshear Elementary in Austin, Texas, created at a digital advocacy story to promote flexible schedules: “Bendy, Twisty, Flexible Scheduling!” In his Animoto video, Roger notes that the American Association of School Librarians (AASL) promotes flexibly scheduled school libraries as a best practice.

“Classes must be flexibly scheduled into the library on an as needed basis to facilitate just-in-time research, training, and utilization of technology with the guidance of the teacher who is the subject specialist, and the librarian who is the information process specialist” (AASL). See the entire AASL Position Statement on Flexible Scheduling.

As Roger says, “You need the best from every member of your team” (Grape). Librarians with flexibly scheduled libraries have the opportunity to serve students and teachers at the point of need. They have the opportunity to engage students and collaborate with teachers to guide deeper learning.

As I suggested in the “Coteaching” Webinar, school librarians can find a friend on the faculty, or one who teaches an age-level or in a discipline in which you have a particular strength, or approach a colleague who has expertise you lack and form a collaborative relationship. If you are working in a fixed schedule, ask that person to “give up” her/his planning time in order to coplan and coteach and build a case with administrators and colleagues for the efficacy of classroom-library collaboration supported by flexible scheduling.

Side note: If you are attending the Arizona Library Association Conference in Tucson this week, please considering participating in my session: Storytelling Matters: Reach Out with Digital Advocacy Stories. You, too, can make an effective advocacy video like Roger’s; his has over 800 views!

Works Cited

American Association of School Librarians. “Position Statement on Flexible Scheduling.” American Library Association. 17 July 2014, http://www.ala.org/aasl/advocacy/resources/statements/flex-sched.

Breeze, Chris. “Flick-Gator Cheerleaders.” Wikipedia: Cheerleading, 25 Jan. 2009, https://en.wikipedia.org/wiki/Cheerleading#/media/File:Flick-Gator_Cheerleaders.jpg.

Grape, Roger. “Bendy, Twisty, Flexible Scheduling!” YouTube.com. 20 Mar. 2013, https://www.youtube.com/watch?v=GWo3FWmQVhM

Collegiality: A Foundation for Partnerships

thundercakeI have just moved back to my full-time home in Tucson, Arizona. Although the unpacked moving boxes are annoying, rearranging my life has had its benefits. One of them is reassessing the books on my shelves and pondering the limited space I now have for hard copy books.

In my bookshelf explorations, I came across a photo album that included some of my fondest moments as a practicing school librarian. One of them was taken at Gale Elementary School in Tucson (circa 1998) when I offered a “thundercake” beginning of the year social event for classroom teachers and specialists.

In Arizona, the new school year begins toward the end of the summer monsoon rain season. The connection to Patricia Polacco’s book gave me the opportunity to share the story and my hopes for the “ingredients” that would make our school program a success that year. During the social time, I encouraged my colleagues to share their hopes and dreams for the upcoming year.

Of course, I displayed new books and resources, but most importantly I reached out to build relationships with my colleagues. Thanks to Patricia Polacco’s book and “thundercake” recipe, I offered a tasty invitation to increasing collegiality as a foundation for future classroom-library coplanning and coteaching in the new school year.

The first few weeks of a new academic year are an ideal time to focus on building relationships. If you haven’t yet invited your colleagues into your school library for a social time, consider baking a “thundercake” and talking with them about how you can work together to create exciting and effective learning experiences for and with preK-12 students this year.

Image Credit

Polacco, Patricia. Thundercake. New York: Philomel, 1990. Print.

Note: Welcome back to the Building a Culture of Collaboration® (BACC) Blog. Over the summer months, changes in the co-bloggers life commitments have resulted in the blog becoming, at least for the time being, a solo activity for me, Judi Moreillon. I will miss reading the ideas, thoughts, and questions posed by my BACC colleagues.

May Musings About Telling Our Stories

little chromebooks that can be moved around and 2 rocking chairsAs I look at topics that the BACC co-bloggers have addressed in the past few months, I see an overarching theme that has emerged, and it is a theme that reveals the morphing nature of our profession.  All libraries-academic, public, private, and school are transforming and adapting services and resources for information and digital age learners in today’s world.  Successful libraries are led by dynamic, creative professional librarians who have a vision for the future, and are willing to advocate for the value of libraries in their individual communities or institutions.

In a democratic society, libraries provide intellectual and social clearinghouses for citizens to learn and grow. Librarians continue to curate collections and to respond to a user’s individual and unique information and literacy needs.  Since Benjamin Franklin envisioned the public library in Philadelphia, equitable access to information has remained the mission of libraries as educational institutions for all citizens.   That mission is even more important in contemporary society, with the digital divide that continues to separate the haves and have-nots.

Those of us who have discovered librarianship know this is an exciting and dynamic profession for the future, and we want to share the good news and attract like minded folks to join our ranks.  How do we dispel old fashioned notions about libraries and the role of the librarian? How do we get the word out?  Who are the movers and shakers we need to target to promote library programs and to expand the profession?

For libraries to continue to be relevant and accessible for learners, we have to tell our users’  stories and our stories, too.  We have to show how transformed library learning spaces are impacting our communities.  We have to counter old fashioned ideas about libraries of the past with fresh visions of the present and future.  We also have to answer the question, “Why do we need libraries, since we have the internet, and everyone has a smartphone?”  That question will not go away…

Earlier in the month, Judi Moreillon highlighted examples for spreading the word to pre-service administrators and pre-service teachers in graduate programs who are pursuing educational careers in schools. Fortunately, the American Library Association and the American Association of School Librarians provide many resources to help tell our story.  The AASL Pre-service Toolkit for Principals and Teachers (2016) that Judi shared in her post, “can help to educate future principals and teachers about the significant role that quality library programs can play in student learning. The resources can also be shared with practicing principals and teachers, who would benefit from learning more about the impact that a quality school library program can have on their schools.” (2)

Of the varied and comprehensive resources in the toolkit, I would like to focus on two excellent advocacy tools for practicing school librarians to share with administrators and classroom colleagues. Now that “new rules” have been established in the Federal Elementary and Secondary Education Act, 2015 (ESSA-Every Student Succeeds Act), school librarians have to maximize opportunities to share the impact of school library programs on transformational learning for digital age students, so let’s be active participants in future educational directions.

Ideas from the toolkit:

Why do we still need libraries?

As you walk the walk and talk the talk, share this article by Ann Martin and Kathleen Roberts. Start a conversation about digital learning….

Martin, Ann M. and Kathleen R. Roberts. January/February 2015. “Digital Native ≠ Digital Literacy.” Principal Magazine, 94 (3): 18-21. http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/MartinRoberts_JF15.pdf  (accessed May 25, 2016)

This article in the magazine of the National Association of Elementary School Principals (NAESP) explains that although today’s K -12 students typically show confidence and familiarity with digital tools, there still exists the need for professional instructional guidance from school librarians in evaluating information, navigating online spaces with safety and civility, and learning productive use of online tools and spaces.

Capstone Projects and Student Learning

Many schools have implemented capstone projects to demonstrate proficiency based learning.  Do you have capstone projects in our school?  What is the role of the school librarian in providing guidance and support for passion projects and community based learning projects?   What individual interests are supported in relevant library resources? How are school librarians actively involved as facilitators for student inquiry and proficiency?  Use this informative report to spark ideas with principals and co-teaching colleagues.

“AASL Senior/Capstone Project Task Force Report, May 2014.” http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_ExecSummary_SeniorCapstoneProjectTF_2014.pdf  (accessed May 25, 2016)

This preliminary report on the implementation of student-centered Senior/Capstone Projects explores the many ways in which school librarians can be involved in such projects. In addition, it offers links to multiple resources in the United States, including exemplars of school librarian leadership and classroom teacher collaboration. View the related Position Statement on the Role of the School Librarian in Senior/Capstone Projects.

Planning Ahead:

As you look forward to summer months and plans for a new school year in the fall, take time to reflect on ways to continue to tell your school library stories through the lens of the learner, and the lens of all the wonderful folks who work for successful learning in a school community. Be part of the story!

 

Works Cited:

AASL Senior/Capstone Project Task Force Report.  ALA.org. May 2014. Web. 25 May 2106. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_ExecSummary_SeniorCapstoneProjectTF_2014.pdf>.

Educators of School Librarians Section. “Preservice Toolkit for Principals and Teachers.” ALA.org. Mar. 2016. Web. 25 May. 2016. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/PreserviceEducators_Toolkit_FINAL_2016-03-17.pdf>.

Martin, Ann M. and Kathleen R. Roberts. January/February 2015. “Digital Native ≠ Digital Literacy.” Principal Magazine, 94 (3): 18-21. Web. 25 May. 2016. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/MartinRoberts_JF15.pdf>.

Image: Judith Kaplan Collection

 

Educating Preservice Principals and Classroom Teachers

This month the BACC co-bloggers are sharing their thoughts about the “Pre-service Toolkit for Principals and Teachers” recently released by the American Association of School Librarians (AASL).

what-every-preservice-teacher-should-know-about-working-with-the-school-librarian-1-638The Educators of School Librarians Section (ESLS) of AASL developed this toolkit to help practicing and preservice school librarians and school librarian educators talk with our constituent groups about how school librarians help library stakeholders reach their goals. The opening line frames the toolkit in terms of the interdependence of all members of the school learning community: “There is no question that the success of school library programs depends upon the support of the principal and the school librarian’s ability to collaborate with teachers” (2).

AASL charges school librarians with serving their schools in five roles: leader, instructional partner, information specialist, teacher, and program administrator. There are many challenges inherent in educating preservice principals and classroom teachers regarding the capacity of state-certified school librarians to serve in these roles and improve teaching and learning in their schools. These challenges include the sad fact that too many schools lack a professional school librarian on the faculty and preservice principals and classroom teachers may not have had first-hand experience of working with a dynamic school librarian.

In my role as a school librarian educator, I have had two exceptional opportunities to speak with preservice principals and classroom teachers. Thanks to Teresa Starrett, my Texas Woman’s University colleague in Educational Leadership, I have had the opportunity to speak with future principals enrolled in a course called Professional Development and Supervision in Education. I have posted resources online for a 60- or 90-minute agenda: “What Every Principal Should Know about Evaluating a School Library Program and a School Librarian.” The resources include a one-page assessment based on the school librarian’s five AASL roles.

In 2013-2014, along with TWU colleague Jennifer Richey and Denton-area educators, I had the opportunity to provide two three-and-half hour workshops for a total of 163 preK-12 preservice teachers. At the time of “What Every Preservice Teacher Candidate Should Know about Working with the School Librarian,” they were conducting their student teaching. This links to a Slideshare of the opening session in which Becky McKee and I demonstrated collaborative planning. I published an article in Teacher Librarian magazine about the research study based on these workshops.

These presentations had two things in common. In both, our goal was to change the preservice principals’ and classroom teachers’ paradigm of teaching as a solo activity. We also included a role play of a classroom teacher and school librarian coplanning a unit of instruction in both. This helped the participants see the benefits of coplanning to students, classroom teachers, school librarians, and to principals, too.

Educators of preservice school librarians and preservice classroom teachers and principals “should make concerted efforts to demonstrate the value of classroom-library collaboration for instruction during preservice teachers’ (and principals’) preparation programs. Still, it is up to practicing school librarians to reach out to student teachers and make sure that mentor teachers are given extra attention while they are guiding the student teaching experience” (16). It is also up to those in the field who are providing exemplary practice to show their principals the school librarian’s capacity to contribute to the school’s academic program.

The “Pre-service Toolkit for Principals and Classroom Teachers” provides multiple resources for thinking, discussing, and presenting the roles of school librarians in student learning: articles, blogs, books, brochures and infographics, posters, reports, research, and videos.

Thank you to the ESLS committee members who curated all of these materials and put them together in one easily accessible place.

Works Cited

Educators of School Librarians Section. “Preservice Toolkit for Principals and Teachers.” ALA.org. Mar. 2016. Web. 5 May. 2016. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/PreserviceEducators_Toolkit_FINAL_2016-03-17.pdf>.

Moreillon, Judi. “Making the Classroom-Library Connection.” Teacher Librarian 43.3 (2016): 8-18.

Moreillon, Judi and Becky McKee. “What Every Preservice Teacher Should Know about Working with the School Librarian.” Slideshare.com. 24 Mar. 2014. Web. 5 May 2016. <http://www.slideshare.net/jmoreillon/what-every-preserviceteacher0314>.