This is your personal invitation to join a professional book study during the 2018-2019 school year. As you may know, Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy was written as a book study selection. Each of the nine chapters is intended to be read and discussed – one chapter a month – over the course of an academic year.Ways to Use this Book
In her book, Professional Development: What Works (2011), Sally Zepeda provides guidance for how to form a book study group, choose a book, make decisions about how to read and discuss a book, and evaluate the book and the book study process. I have had first-hand experience participating in professional book studies and have facilitated or co-facilitated studies at two elementary schools (see Moreillon 2012, 150-151) and for one university faculty.
The following are my ideas for organizing a book study specifically for Maximizing School Librarian Leadership.
You can read this book and interact with it as a lone reader. You can keep a journal and write about the discussion questions and reflection prompts. Although the majority of the activities are intended for small or large groups, you may find several that you can do on your own. One way solo readers can maximize learning from the book is to post responses, thoughts, and questions to colleagues in their professional learning networks (PLNs), such as posts on email distribution lists, in Facebook groups, or in Twitter chats. Another way is to participate on this blog.
School librarians may opt to read this book with a principal, district superintendent, another school librarian, educator, or administrator. This strategy might be especially effective if one of the partners is new to learning how school librarians can positively impact school culture, professional development, and change initiatives.
If, from my perspective, it was the best of all possible worlds, a school librarian and principal would co-lead a year-long book study to immerse a faculty in the ideas in this book while they were in the process of building a vision, mission, and goals for their schools. Such a book study could be conducted in face-to-face environments or facilitated by online tools such as email, blogs, Google docs or sites, wikis, social media, and more. (If you are using Twitter, I invite you to use these hashtags: #SchoolLibrarianLeadership and #BuildingConnections4Learning.)
Small Groups or Larger Cadre Book Study
Small groups or larger cadres of school librarians may also select this book as a shared prompt for monthly discussions. In districts with district-level school librarian supervisors, these may be organized by the supervisor for the entire cadre. If there is no supervisor, job-alike librarians, such as all middle school librarians, may choose to organize their own book study group.
A group of district-level school librarian supervisors may also opt to use Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy for their own book study. The book is intended to provide inspiration, strategies, and guideposts to help site-level school librarians strengthen their practice. District-level supervisors may choose to pass on this information to the school librarians in their charge.
Discussion Questions, Activities, and Reflection Prompts
At the end of each chapter, I provide three discussion questions, three activities, and three reflection prompts. The discussion questions are my best guesses about what you may want to dialogue about after reading each chapter. The opening quotes or the pull quotes for each chapter can also be used for this purpose. Whoever is leading the discussions in your learning environment may develop site- or district-specific questions around which readers can focus discussions.
The activities are intended for partners, small groups, or whole faculty groups. They can be adjusted to meet readers’ needs. For example, the first activity in Chapter One asks readers to use a mind map to illustrate the interdependence of stakeholders and instructional activities in their schools. If you are working with a cadre of school librarian supervisors, you may each do this activity at your district level and then compare your map with those of your fellow supervisor colleagues.
At the end of each chapter, there are two general reflection prompts and one specifically for school librarians. Of course, readers may create their own prompts. Responses to the prompts can be shared orally, in writing, with a sketch, or any other way that makes sense for the reader(s). When reading with a group, sharing reflections with others can be especially important to making meaning and perhaps arriving at a collective meaning from the text.
Why a Book Study?
In my experience, professional book groups can strengthen relationships, develop collegiality and shared beliefs and practices, influence curriculum, and help educators work together as a team. These experiences are one reason why I wrote Maximizing School Librarian Leadership as a book study selection. Next month, my blog support for the year-long book study will begin in earnest. Stay tuned for a podcast Episode 1 and for four blog postings related to Chapter 1: Building Connections for Learning.
Questions for Discussion
- If you are reading this book with one other individual, such as your principal or your district superintendent, what will be your role in facilitating the book study and how will you ensure the success of your study?
- If you are reading this book with a group of colleagues—school library supervisors, school librarians, or classroom teachers for example—what will be your role in facilitating the book study and how will you ensure success for all participants?
Moreillon, Judi. 2012. “Job-embedded Professional Development: An Orchard of Opportunity.” In Growing Schools: School Librarians as Professional Developers, edited by Debbie Abilock, Kristin Fontichiaro, and Violet H. Harada, 141-156. Santa Barbara: Libraries Unlimited.
Zepeda, Sally J. 2011. Professional Development: What Works. 2nd ed. New York: Routledge.