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>.

The Recruitment Conundrum

readerToo many jobs, not enough applicants…

Successful school librarians lead by example, and share the passion for their unique role within a school community with their students, colleagues, administrators, and the wider world.  For the past four years in this venue, BACC bloggers have attempted to capture some of the joys and challenges that keep us energized and committed to our profession, even in the face of budget cuts, ever shifting educational “reforms,” and the information and technology tsunami.

Now we are looking to a future that includes renewed possibilities for strengthening school library programs across the country.  Traditional school libraries are being reinvented as 24/7 learning spaces or learning commons, in a variety of schools. Makerspaces are the current buzz. Research studies continue to demonstrate the correlation between strong school library programs and student success by multiple measures. ESSA (Every Student Succeeds Act, 2015) is finally on the books and language that recognizes the role of school library programs, resources, and certified professionals is included. There are new guidelines that open areas for funding resources for school libraries and professional development for school librarians.

Telling our stories, listening to others…

As Judi and Karla have shared in their posts this month, there is a growing need for new school librarians to replace retirees and to staff open school library positions in school districts across the states. They have suggested ways for practicing librarians to encourage teacher colleagues to consider making a shift to the largest classroom in the school-the school library.  We need to tell our own stories of how we made the journey, and the difference that it has made in our lives.  (Indeed, the bloggers did that in February 2016!)  We need to listen to their stories, too, and to encourage them through collaborative teaching experiences, and by suggesting that they sample a school librarianship course or two.

With the idea that we tell and listen to stories to promote and recruit new school librarians, I decided to ask a few of my current students about their journey to the world of librarianship.  The adult learners in the course are very goal oriented and focused on new ideas and skills that will help them succeed as school librarians.  They have a range of backgrounds and experience in education, mostly in literacy or humanities, and more recently, from educational technology.  Each person brings a distinctive voice to the group, and it is a pleasure to have them contribute to our shared learning.

So here’s a sample of what I heard:

  • Having been an educator most of my professional life, I find library work to be a really wonderful fit for me at this time. It gives me an opportunity to lead collaboratively with a focus on curriculum.  It provides opportunities for teaching and learning for me, though not the full time role of a classroom teacher.  I love children’s literature and the difference it can make it readers’ lives, and my life. Libraries are exciting places to be:  They have the potential to be on the forefront of innovation—providing new resources, equipment and learning environments to bring education forward in this changing world.  Libraries create a space for creativity and curiosity whether it be makerspace, arts programs or reading clubs.  Libraries can be a vestige of welcome, calm and delight, and an antidote to high stakes testing.    —-Eileen Riley: email correspondence April 22, 2016
  • As a child I dreamed of becoming a librarian. I had a collection of books that I would check out and stamp. I found that I was attracted to the LMS endorsement because there were only 6 classes in the sequence that I would take in order to gain my endorsement.  It seemed to be a manageable goal that could be accomplished since each class was taken during a fall, spring, and summer semester. I did have two other classes that I have to take since I do not have an education degree.  I have been able to take one of the classes last semester and have one other class to take.  The classes are a hands-on experience for me.  I enjoy working with the other classmates and am able to discuss different situations that occur in the library.  The benefits of the LMS are to provide an environment where one can gain life long learning skills, and to be a leader who promotes literacy and technology skills.        —-Faith Lucas: email correspondence April 19, 2016
  • I always wished to be a librarian. I kind of forgot about that wish, though, when my “real life” became my life! Four years ago I was a traveling literacy specialist for kindergarteners in suburban CT, and worked in a bunch of different schools each week. I used the libraries for books, for work space and to take my kiddos to…it all came back to me that I wanted to be a librarian, especially in a school. When we moved up to VT and I realized I could have a fresh start, I went for it. Our pivotal conversation two years ago changed my life! Thanks, and hooray!    —Kristen Eckhardt: email correspondence April 19, 2016

We need you in our school libraries!

In Vermont, the Agency of Education publishes a list of shortages for educator positions, and the library media specialist (school librarian) position has a perennial spot on the list. The University of Vermont School Library Media Studies courses are designed for educators who want to add that endorsement to their teaching licenses. There is also an option for enrolling in a Masters of Education program, with a concentration in school library media studies and additional education coursework to complete the program with an advanced degree.  Some candidates are experienced educators are looking for new options, and are attracted to the program. Other candidates who enroll in the courses have been hired to fill vacant jobs, and are working within provisional licensing regulations.

Telling our stories to administrators:

In this small rural state, there has been a continued tradition of support for school libraries, and there are not enough certified professionals to fill all the positions in the state. Professional school librarians continue to advocate, individually and together for school library programs, by communicating with administrators about the impact of school libraries on learners.  Administrators play an important role in recruitment, and they need to have current data and information that will inform their decisions about the role of the school librarian..

Superintendents and principals are often the headhunters and recruiters who identify educators from within their ranks who might be willing to make a shift to the role of the school librarian. Those folks are encouraged to enroll in the UVM two year program, or some other recommended graduate program in school librarianship. Once the educators are committed to the required coursework, they may be hired as professionals with a provisional license under the direction of the school district. Upon completion of the courses and a practicum, the educators are eligible for a Vermont prek-12 endorsement as certified library media specialists. When administrators recruit from within, and encourage and support the professional learning of potential school librarians, they will get a return on their investment through a valued employee whose professional skills will enhance the teaching and learning for all members of the school community.

We are all stakeholders in the future for school library programs, so get out there and do your part. Spread the word locally and globally! Tell your story!

Image: Judith Kaplan Collection

 

Advocacy Stories as a Recruitment Strategy

we-want-youOne thing I have consistently heard from preservice school librarian graduate students (all of them current or former classroom teachers) is that they didn’t really know what the school librarian’s job entailed before they started their library science preparation program. There are most likely many practicing school librarians who entered into the profession without deep knowledge of the benefits, rewards, and complexities of serving as an educator working in a school library.

In a course I teach called “Art of Storytelling,” students participate in an assignment called “digital advocacy storytelling.” Students begin the assignment by connecting with a core belief in librarianship. They build on their passion for a particular aspect of library work to develop a digital story targeted to a particular audience. They field test their advocacy story via social media, revise it based on feedback, and publish a final version.

Even if these stories were originally targeted to other audiences, I believe students’ advocacy stories can serve as recruitment tools to invite classroom teachers into the profession. Three students from the Spring 2016 class have given me permission to share their stories—stories that make a strong case for why they aspire to serve in the role of a school librarian leader.

Thank you to Lauren Scott (@MrsScott_1), Kathryn Shropshire (@MrsShropshire7), and Maricela Silva for allowing me to share your stories here.

Lauren Scott: Building Bridges Through Collaboration @Your Library®

Kathryn Shropshire: Read Together, Grow Together @Your School Library®

Maricela Silva: Coteach Technology @your library® 4 Lifelong Learning

You can view their one-sentence themes and digital reflections on this assignment on our course wiki.

School librarians are in the very best position to identify classroom teacher colleagues who have the “right stuff” needed to be passionate, exemplary school librarians. If every school librarian would recruit even one classroom teacher to pursue further education in school librarianship this year, our profession could be in a better position to staff all preK-12 schools in the U.S. with outstanding school librarians.

What’s your school librarian story? How will you share it to advocate for the profession and enlist exemplary classroom teachers to join us?

Word Art Image created with Microsoft

TASL Talks

TASL_color_borderA number of state-level school librarian associations host blogs to share information with their membership and to promote the work of their members. The Texas Association of School Librarians (TASL) publishes such a blog and pushes it out to members and prospective members via a statewide distribution list as well as through social media channels.

TASL Talks: Legislative and Advocacy for YOU is managed by the TxASL Legislative and Advocacy Committee with “the goal of forwarding to TASL membership and school librarians across Texas useful information about school library advocacy.”

Three members of the committee, Dorcas Hand (@handdtx), Becky Calzada (@becalzada), and Susi Grissom (@SusiGrissom), facilitate the blog. In addition to their own posts, they invite and support other TASL members in posting to the blog.

Last week’s post was by Amy Marquez (@Amy_DZ1), school librarian at Marcia R. Garza Elementary in Pharr-San Juan-Alamo Independent School District in San Juan, Texas. Amy shared how a “living history museum” project responded to a request from her principal and met the needs of students. When Amy’s principal mentioned the idea of 3rd through 5th-grade students dressing up as historical figures for Halloween, Amy expanded on this idea to include students conducting research using an online database. Amy accomplished the “living history museum” project in a 30-minute per week fixed-schedule environment.

Crowdsourcing a blog is one way to ensure that fresh ideas are shared and new voices are heard. Bravo to the TASL Talks: Legislative and Advocacy for YOU leadership for making this resource effective and a constant source of professional development for TASL members and others.

TASL logo used with permission

School Library Blogs

This month, the Building a Culture of Collaboration (BACC) co-bloggers are sharing information about school library and librarian blogs. Each of us will spotlight various blogs and bloggers and share why we think these sites are useful resources for school librarians.

Edublog-Awards-1mb7e9dEach year, Edublogs-hosted blogs in various categories are nominated for the “eddies.” (Note: BACC is hosted by Edublogs.) “The purpose of the Edublog awards is to promote and demonstrate the educational values of these social media. The best aspects include that it creates a fabulous resource for educators to use for ideas on how social media is used in different contexts, with a range of different learners. It introduces us all to new sites that we might not have found if not for the awards process.”

Congratulations to Katie Dolan and Kathy Counterman, two Texas school librarians, whose sites earned #15eddies in the “best library blog” category.

Katie Dolan is the school librarian at James Randolph Elementary (JRE) School library in the Katie Independent School District. Katie and her library program earned the top award for the best library blog. Edna Mae Fielder Elementary School Librarian Kathy Counterman, also from Katy ISD, earned the third-place best library blog award.

School librarians use their library blogs for many purposes, including promoting books, reading, and literacy events, publishing student work as well as educators’ lessons, and interacting with students, classroom teachers, administrators, parents, and the community at-large. School librarians can analyze the content of these two bloggers’ sites to get ideas to implement in their own teaching, to lively up their own library blogs, or to get ideas for starting a school library blog in 2016.

#15eddies graphic used with permission

School-Public Library Partnership

Moreillon_Bookmarks_Fun_Fun_Fun_0915Cooperation and Company was a Dewitt Wallace-Reader’s Digest Library Power grant-funded project. Two public library children’s librarians, Mary Margaret Mercado and Char Maynard and two school librarians, Terri Moschetti and yours truly, collaborated to co-author, co-promote, co-produce, and co-celebrate three puppet plays.

We worked in public librarian-school librarian teams to develop the puppet plays based on three public domain stories from traditional literature: Borreguita and the Coyote, Whale in the Sky, and Whose’s In Rabbit’s House? We purchased the puppets, created the scenery, and used the then Tucson-Pima Public (now Pima County Public) Library’s professional puppet stage.

We had a blast! We performed the plays at two branches of the public library and at both elementary schools. We involved students in bookmark contests to promote the plays and the hours and contact information for the libraries. (See above selection of bookmarks, circa 1995.) Students also learned the puppet play refrains so they could assist in the performances. Mary Margaret and I continued to perform Borreguita and the Coyote for the public library’s summer reading program for many years after the grant project.

School library and public library collaboration can be a rewarding and high-impact activity for all involved. While the school librarian’s support for the public library programs during summer reading is essential (especially if our school libraries are shuttered during the summer months), we can make the extra effort to involve students and families in taking advantage of what the public library has to offer year round.

School librarians collaborating with our colleagues at the public library is a win-win for the readers in our shared communities.