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>.

STEM: Opportunities and Challenges

robotsA foot in the door, a seat at the table-either way you describe it, school librarians have to be proactive in cultivating instructional collaboration within STEM classrooms in their schools. This month, BACC bloggers and guest (Sue Kowalski) have highlighted successful ways to meld the mission of the school library program with a new emphasis on science through inquiry based, experiential learning and innovative thinking.  “Think-Create-Share-Growth” morphs into “Think, explore, design, build, create.”  As Karla Collins said, current buzzwords sometimes seem like new packaging for what we have always known to be good teaching that is best for students.   The STEM, STEAM, STREAM movement in education is the perfect entry point for partnering with our professional science teachers, and sharing their enthusiasm and curiosity about the wonder and mystery of the physical and natural world we live in.  Our learners are and will be the problem solvers of today and tomorrow. As educators in the science classroom and in the library, we can work together to provide opportunities, challenges, and resources to set them on that path to the future.

In The Collection Development Program in Schools, Marcia Mardis examines the commonalities between the mutually reinforcing roles of STEM teachers and school librarians, based on National Science Teaching Standards (2006) and Empowering Learners (2009).  The potential for cooperation and collaboration is not always appreciated or understood for several reasons, and we have to recognize the barriers that prevent successful science teacher-school librarian collaborations.  Mardis elaborates on previous research that identifies those barriers, and some issues may seem familiar as we address our own school learning spaces and our own comfort zone with science topics.   Barriers include the perception by science teachers that the library resources for science topics are old and limited, and that librarians do not seem fluent in science and mathematics topics.  School librarians point to a lack of access to STEM professional development opportunities with science educators, or to be welcomed as members of curriculum committees, or to be unable to collaborate beyond the library due to staffing restraints and schedules.  Another barrier is that resources for STEM education in professional reading for school librarians are limited. (227)

Overcoming STEM Collaboration Barriers:

Begin with a self assessment-

Comfort with science topics:

  • Am I curious about the physical and natural world, and engineering and mathematics,  or do I feel unprepared as a STEM expert?
  • Have I explored the science standards that drive the science curriculum in my school?  NGSS or other state standards?
  • How do I collaborate with science or math teachers in my school or district? What has been successful? What are the challenges or obstacles to collaboration?
  • Can I have knowledgeable conversations with science teachers about implementing the standards in their classrooms?
  • Have I taken any professional development science related courses, workshops, or attended conferences for or with science teachers?
  • How can I make improvement to my practice to include STEM learning?

Collection Development and Curation of Resources-Physical and Virtual:

  • Is the school library collection current and representative of the science curriculum?
  • Are the resources varied in reading levels and available in a multiple formats to meet the needs of diverse learners?
  • Are there databases or electronic resources that provide 24/7 access to information anywhere, anytime?
  • Is there a procedure for accessing information from other libraries or experts in the field?
  • Do learners have opportunities to ask for assistance with inquiry projects?

Library Learning Space:

  • Is the library learning space arranged to accommodate varied group and individual inquiry or innovative projects for STEM?
  • Is there an area designated for innovation and experimentation?
  • Are there materials, technology tools, and applications that allow for experimentation, innovative thinking, and creation?
  • How does the library media professional or staff provide guidance for learners within STEM curricular units or interests?

More Successful Examples of STEM Collaboration-from New England and beyond:

A foot in the door, a seat at the STEM table:

  • Science professional learning teams in Vermont include school librarians at the leadership level. In 2013 the Vermont State Board of Education adopted the Next Generation Science Standards to guide science instruction in the state.  Science Assessment Coordinators for K-5 and 6-12 at the Vermont Agency of Education developed a multiyear plan to gradually incorporate the standards into curriculum and instruction.  Professional learning teams were recruited to plan for and facilitate professional development for science teaching and learning in the state. Members of the two teams represent classroom teachers, principals, science coaches, technology integrationists, university professors, curriculum directors, and school librarians.  During the past two years the teams have been meeting and unpacking the new standards, and learning about instructional strategies that enable inquiry based, active learning, that taps into scientific phenomena and innovative problem solving.  Members have brought new knowledge and ideas back to the local districts to encourage and support teachers in the field.  Denise Wentz, school librarian at Allen Brook School in Williston, Vermont, a member of the K-5 team, shared the progress of the group with members of the Vermont School Library Association in November, 2015.  Here is an  overview that she provided as an update so that school librarians can be participants in their own schools.         Librarians Role in the NGSS: https://docs.google.com/presentation/d/1qnLp7NL-Y2OnfiN8sgReTlBzy7fneBz_L_kddb4oi0Q/edit?usp=sharing

STEM Resources:

  • Meanwhile, Vermont school librarians, Linda McSweeney and Meg Allison curated a list of resources that supported the NGSS, and presented those resources at the Vermont Science Teachers Annual Conference, and also at the Dynamic Landscapes Conference in 2013.  Here is the website that they developed, and it remains very comprehensive. https://sites.google.com/site/vslascienceresources/

Other STEM Excitement:

 

Works Cited:

Mardis, Marcia. The Collection Program in Schools: Concepts and Practices, 6th edition. Santa Barbara, CA: Libraries Unlimited, 2016.

Image: Judith Kaplan Collection

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-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.

Co-Assessing Collaborative Work

DSCN0159

Successful instructional partnerships are bread and butter roles for the teacher librarian in educational communities. Classroom teachers and other specialists who partner with TL’s find that everyone works better, and works smarter. This month BACC bloggers have been providing ideas that support collaborative practices for co-teaching and learning.  True collaborative relationships are developed with time and experience, and involve teaching partners who co-plan instruction, co-teach, and co-assess students together in an active learning model. Judi, Lucy, and Karla have highlighted key pieces for each component in collaborative partnerships that contribute to a win/win for both educators and students.

In order to work closely with another educator, teacher librarians have to build confidence and trust with a partner. As Judi said, co-planning involves knowledge and skills in pedagogy and content standards by both partners. Combining expertise and taking responsibility for sharing tasks for delivering instruction and assessment means that you have to be able to talk the talk and walk the walk.  If the process is to be a partnership, not a dual track distribution of who does what,  partners need to build opportunities for self reflection and communication into the collaborative model of teaching.  Critical thinking and creativity abound when teaching partners share ideas and insights from different perspectives.

Reflection and Communication While the Co-teaching Plan is in Progress:

Time is at a premium for co-planning and co-assessing, and often these tasks are done on the fly outside the class time through shared documents and folders, IM, Skype, email, or a learning management system interface such as Edmodo or Moodle. Face to face synchronous sessions should be a priority, too, and built into the schedule for both partners.  During the implementation phase of the co-teaching plan, partners set up a framework to check in and assess the daily/weekly progress or challenges of the students, and the learning plan.  The framework can include a process for students to keep track of their work in blogs, in online discussions, Google documents, forms, and so on. Open accessibility to student work allows communication between teacher and students in a continuous feedback loop, or to ask/answer student questions.  Responsibility for responding and tracking students can be divided between the partners, but there also needs to be a process for continuous conversations about  adjustments to lesson plans and learning activities based on the variability of students on the road to achieving learning outcomes. Sometimes the road that has been laid out needs to take some unexpected turns. That is what makes the co-teaching so organic and interesting. No need to wait until the planned activities are completed before co-teachers review the plan.

If our expectation is for students to be metacognitive and reflective in their learning, educators should be mindful of that in their collaborative teaching, also.

During the year, I have been following Buffy Hamilton’s excellent blog posts (Unquiet Librarian, 2015) that demonstrate reflection about co-teaching that highlight the dynamics of her work with colleagues in a high school.  I have mentioned her blog before, but it continues to be a source of inspiration.  Take a minute to read this post that shows that partnerships can include teachers and students, too. It is clear that the communication between the partners is continuous and thoughtful, and leads to changing ideas. You will want to retrace many of her other posts, too.

Post Instruction Review and Reflection:

Once the co-teaching plan has been completed, it is equally important for partners to take time to reflect together on the process and the success/and or challenges that were encountered along the way.  Once again, time is always an issue, so partners need to make sure to have some face to face conversations and analysis about the evidence that has been collected to show that students were able (or not) to transfer their understanding and demonstrate knowledge and skills.  This is an important piece of evidence based practice for both teaching partners.  The collaborative work should be documented and shared with administrators and other stakeholders, and will lay the groundwork for repeating the curriculum unit another time, or to begin to build another collaborative experience.

Key ideas to assess with a critical stance:

  • Process/Learning Plan-what was successful? What didn’t work? What misconceptions became evident? What adjustments should be included?
  • Product-Was the performance task authentic and did it demonstrate student learning? Are there changes that need to be made?
  • Student reflection and feedback-How did the students respond to the process and the learning?  What are their suggestions for improving the learning plan?
  • Communication-How effective was the communication between partners?
  • Individual reflection-Impact on my own teaching and learning

Once you find your teaching partners, they will want to join the party, too.  Tell us about your adventures in co-teaching-it’s all the rage!

Works Cited:

Hamilton, Buffy. “Bridge to Presearch and Growing Student Understandings: Connect, Extend, Challenge.” Unquiet Librarian. Weblog. March 4, 2015. Accessed June 24, 2015. https://theunquietlibrarian.wordpress.com/2015/03/04/bridge-to-presearch-and-growing-student-understandings-connect-extend-challenge/

Photo:

Judy Kaplan Collection

 

 

Coplanning for Student Success

wordle_lesson_planningWhen classroom teachers and school librarians coplan standards-based lessons and units of instruction, they can experience the two-heads are better than one phenomenon. Each educator brings a unique perspective as well as knowledge, skills, talents, and teaching style to the collaboration table.

Both classroom teachers and school librarians must know the standards. Whether the Common Core or other state standards. Classroom teachers have more familiarity with the background knowledge and skill development of the students in their classrooms. School librarians bring their knowledge of the resources of the library and beyond as well as strategies for integrating technology tools into lessons. Together, these equal educators have the potential to develop more creative, more engaging, and most of all, more effective instruction for students.

Many school librarians and classroom teachers find it helpful to use collaborative planning forms to record their ideas as they brainstorm and plan. Often the school librarian takes responsibility for making notes and/or completing the planning form and using it to rough out a lesson or unit plan, which both partners fine-tune. These are some sample elementary level (Chapter 1) and secondary level planning forms that can be downloaded from the Web.

In the 2014-2015 school year, Kelly Hoppe school librarian at Palo Duro High School in Amarillo, Texas, coplanned with 9th-grade pre-AP English language arts teacher Jessica Wilcox for a year-long collaboration. Jessica felt that even though her students were on the pre-AP track, they weren’t skilled library users. She wanted to do something that would immerse students in library skills and critical reading skills using YA and classic literature. Together, Jessica and her school librarian Kelly collaborated to create a year-long program to meet these students’ needs.

Jessica and Kelly began by helping student learn how to use the library more effectively. Along the way, they discovered that students needed more support with how to make sense of difficult texts that were above their proficient reading level. These coteachers will have an article in the August issue of Voices of Youth Advocates (VOYA) that describes their collaborative process and the results of their coteaching.

Works Cited

Wilcox, Jessica. “Teacher Librarian Collaboration.” YouTube.com. 2015. Web. 29 May 2015. <https://youtu.be/d9WHb8i8v5I>.

Word cloud created at Wordle.net

Collaborative Teaching

String MachineThank you to the May 19th Texas Library Association Webinar participants for sharing their ideas and experiences in building cultures of collaboration in their schools. If you were unable to attend, please see BACC co-blogger Karla Collins post-Webinar wrap-up.

The BACC co-bloggers gleaned our June topic from that conversation: collaborative teaching. We have divided the topic into four interrelated components: coplanning, coteaching, coassessing student work, and coassessing the effectiveness of the educators’ collaborative work. Each co-blogger will share her perspective on one stage of the coteaching process.

Before delving into coplanning, many Webinar participants shared the importance of building relationships with their classroom teacher and specialist colleagues. Making time to address this prerequisite for collaborative teaching is essential. In the Webinar chat, one participant noted, “Collaboration relies on cultivating relationships. You (school librarians) have to earn their trust.” Another wrote, “Offer to do the ‘little things’ to make friends and build relationships.”

In the above photograph, two teachers from the San Francisco Exploratorium Museum’s Teacher Institute examine the “String Thing” they built. Clearly, these two educators are learning together… and having fun doing it! It stands to reason that educators who enjoy learning together would also enjoy teaching together. In fact, more fun is one of the benefits cited by many coteachers—classroom teachers and school librarians alike.

In 2005, Dr. Keith Curry Lance and his colleagues conducted a study called “Powerful Libraries Make Powerful Learners.” These researchers looked for the activities in which effective school librarians engage. They compared the activities of school librarians serving in low performing schools with those in high achieving schools. They found that in high achieving schools school librarians spent 240% more time planning with teachers.

On Thursday, I will share my perspective on the coplanning process and a just-published testimonial from a high school English language arts teacher who talks about her successful coplanning experience with her school librarian.

Works Cited

Lance, Keith C., Marcia J. Rodney, and Christine Hamilton-Pennell. “Powerful Libraries Make Powerful Learners: The Illinois Study.” Illinois School Library Media Association. 2005. Web. 19 May 2015. <https://www.islma.org/pdf/ILStudy2.pdf>.

Snyder, Amy. “Exploratorium Teachers.” JPG. Wikimedia.org. 2009. Web. 29 May 2015. <http://commons.wikimedia.org/wiki/File:Exploratorium_teachers.jpg>

Connecting With Administrators

In the upcoming Building a Culture of Collaboration webinar, our co-bloggers invite you to connect with us for a lively discussion about sparking and sustaining collaboration with stakeholders in our schools and communities. Last week, Judi proposed some self assessment questions about collaborating with students.  This week I will add a few questions about collaborating with administrators.  We encourage you to be ready to share your ideas with us on May 19th.

Riddle for the week:

Galaxy (1)

 

 

What do the solar system, a skeletal system, an economic system, an ecosystem, and a school system have in common?   On the surface-maybe not so much, but they all fit the definition of a system as “a group of interacting, interrelated, or interdependent elements forming a complex whole.”  Now that’s a big idea!

School systems, not matter how large or small, are complex systems, and administrators are leaders who are charged with synchronizing all the interrelated and interdependent parts to provide a quality education for children in local communities. Successful administrators, (superintendents, assistant superintendents, curriculum and technology directors, business managers, and principals and other leaders in individual schools)  engender a big picture view of all the moving parts necessary to fulfill the mission for public education established by local school boards, within state and federal laws.  That’s a huge job, and an awesome responsibility.

The school library program is one of the interdependent parts of a complex system, and how are teacher librarians prepared to connect and collaborate with administrators on all levels?  How can we demonstrate that our expertise and knowledge of curriculum, resources, information and communication technologies (ICT), and teaching pedagogies are key elements of the complex whole? How can we reach out to assist them, and in return give them a chance to see the benefits of a strong school library program?

Here are some questions to ponder:

1. How have you communicated with your superintendent (or someone in his/her office), or your principal in the last two months?  Has it been a relationship building experience?

2. Have you invited administrators to visit and celebrate student learning in your library media center?

3. How well do you understand the district or school action plan that sets priorities for educational achievement?

4. Is your mission statement for your SLP aligned with the larger mission of the district or the school?  Is your mission statement visible for all to see in your physical space or your virtual space?   Do you have a brand that supports the “complex whole?”

5. How do you develop yearly goals that enhance the overall direction of the administration? How do you let them know that you are doing that?

6. Do you have an up to date job description and an evaluation system that reflects your various roles?

7.  Are you a member of a leadership or curriculum team or committee?

8. How could you reach out to offer your expertise for administrators?  Have you offered professional development for administrators or office staff?

9. Administrators are responsible for legal aspects of school operation and curriculum.  Have you reached out to clarify policies that are central to the SLP such as intellectual freedom, ethical use of information, internet privacy and filtering, and so on, that have the potential for disruption in a school district?  Better to be proactive, than reactive.

Bring your ideas to the table, so that we can learn from one another. See you on May 19!

 

Image: http://www.davidreneke.com/wp-content/uploads/2014/06/Galaxy.jpg

School Library Advisory Committees: The Key = 4 Cs

key2What are the keys to an effective school library advisory committee? I propose these: Communication-Connection-Commitment-Collaboration.

Communication:
If classroom teachers have not had positive input into school library collection decision-making, then they may refer to the library collection as the property of the librarian. When a classroom teacher tells students to be careful with “Ms. Jones’s books” (the librarian’s books), the wise school librarian will make it clear that the library collection belongs to all of the library stakeholders: students, teachers, administrators, and families.

Once collective ownership is established, the librarian can invite classroom teacher colleagues to join the school library advisory committee in order to participate in decision-making regarding library purchases and initiatives, such as grant writing and literacy events.

Connection:
The wise school librarian will ensure that the resources of the library are aligned with the curricular needs of classroom teachers and students. While the Common Core State Standards may make this a library goal in many states, the school library has always been charged with providing resources and technology tools to support teaching and learning the required curriculum.

Commitment:
In most schools, the school library advisory committee will meet during before or after school hours. It will be important for the school librarian to honor the extra commitment it will take for classroom teachers to participate in developing the library collection as a shared resource for the school community. Likewise, the school librarian’s commitment to shared decision-making must be genuine and clear to all advisory committee members.

Collaboration:
One of the most outstanding benefits of a library advisory committee is increased collaborative teaching between classroom teachers and school librarians. When advisory committee members have shared responsibility for selecting resources, they will have a shared commitment to using those resources for standards-based instruction. While classroom-library collaboration ensures that valuable resources will be integrated into instruction, it can also improve educators’ teaching and students’ learning.

School library advisory committees that achieve the four keys, communication-connection-commitment-collaboration = win-win-win-win for all library stakeholders.

Word cloud created at Tagxedo.com

 

School Libraries – Reinvented?

shooting_starThe BACC bloggers are experimenting with exploring a shared topic each month. We will share various perspectives and points of view.

This month we are looking at school libraries as compared with classroom libraries and book rooms and the impact of leveled reading on library resources. Overarching question: If a school librarian’s goal is to strengthen her/his relationships with classroom-bound teachers, what roles might the library collection play in supporting teachers’ teaching and students’ learning?

While I was pleased that the eSchool News noted their #1 Top Story of 2014 was “Libraries, reinvented,” I must take exception with the reasons they cited in this article. According to eSchool News: “With libraries serving as many schools’ central hubs, it’s only natural that they would intersect with many of the other top trends on our list—by setting up maker spaces, letting students explore coding, and helping to increase student access to the internet after school hours.”

Providing students with “trending extras” such as makerspace and coding opportunities does not capture the most meaningful contributions school libraries make to learning and teaching. These two examples should not be restricted to the library environment and would be most effective if integrated into a total-school program. School libraries that are open for after school hours have always provided students with access to whatever resources they need; this is not new and should not be news.

In my opinion, school libraries first and foremost contribute resources and the expertise of the school librarian (not necessarily in that order). While library resources and school librarians’ skills have changed, these contributions have been consistent — at least for the quarter of a century I have been involved in school librarianship.

According to literacy educator Frank Serafini, at least 100 books per child should be the goal for a well-stocked classroom library and recommends that classroom libraries contain 2,500 – 3,000 books in all genres and at all reading levels (37). While I applaud classroom teachers that write grants, raise funds, and use their own financial resources to provide students with classroom libraries, my experience tells me that a classroom collection cannot compare with a well-developed and managed library collection.

A school librarian who aligns the library collection with the curriculum and provides independent reading selections for students can provide a wider selection of books and resources in all genres and more support for readers at all reading levels. Involving classroom teachers in reviewing, recommending, and purchasing resources for the library is one way for the school librarian to strengthen her/his relationships with classroom teachers. This can be done formally with a Library Advisory Committee or informally with individual teachers and grade-level teams.

Reference

Serafini, Frank. Around the Reading Workshop in 180 Days: A Month-by-Month Guide to Effective Instruction. Portsmouth, NH: Heinemann, 2006.

Word cloud created at Tagxedo.com