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

 

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

 

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

The Accidental Librarian

Brookline public library

 

 

My forty plus year career as a school librarian began at the Brookline (MA) Public Library, not by plan, but by happenstance. Call it kismet, fate, or just good luck, I stumbled upon what has become a lifelong passion for the essential role of school library programs in educational communities.

Totally green and wide-eyed, recently graduated from college, I needed a job-badly. Here I was on the front steps of the public library with no other good ideas for employment.  It was a last ditch stop in a three month job search, and I was discouraged to say the least. My husband was a first year student at Boston College Law School, and I was a breadwinner without a paycheck.  I remember clearly, as I looked at the imposing building, thinking to myself-maybe they need someone to shelve books.

After applying for teaching jobs in every suburb in the Boston area, and coming up empty, I had come to the conclusion that a career in education was not in my future.  My freshly minted resume with an undergrad degree in American Studies and enough education courses qualified me as a certified secondary social studies or English teacher. My lack of experience or an advanced degree kept me at the bottom of the applicant pool. Not a cheerful picture-at least until that fateful day that I gathered up the courage to enter the library and ask if there were any job openings at all.

Right place, right time…

The twist of fate was amazing, and within minutes of my query, I was sent out to a local school library to interview for a position as a library assistant.  At the time, the public library ran “branches” in all the local schools, something I had never imagined.  They hired librarians and assistants, and provided funding and services to support collection development and instruction for community children in the schools. Books and other educational materials were ordered and processed through the central branch and delivered shelf ready.  The school librarian met with classes for storytime and library skills instruction, and she needed someone to help her manage all the spinning plates.  I was hired, and, as I looked around the wonderful facility, fully stocked with shelves of books, brightly decorated walls, and nooks for reading and learning, I was hooked. Somehow, I knew this opportunity would open my world beyond the confines of a classroom, and I was eager to jump in.

Break for a history lesson…

The timing of my adventures in school library land, coincided with the early years of the landmark ESEA Education Legislation (1965) that resulted from Lyndon Johnson’s “War on Poverty.”   The original Elementary and Secondary Education Act provided funding for programs to expand and improve educational services for low income families, so that children would have increased opportunities for educational success in both urban and rural areas with concentrations of poverty. While school libraries were available in some schools across the nation, ESEA boosted the implementation of school libraries in a big way. Title II of that legislation provided funds for school library resources, textbooks, and other instructional materials, and gave impetus and funding for school libraries, especially in elementary schools.  School libraries and professional librarians were needed to ensure equitable access to information and resources for literacy. In the late 1960’s and early 1970’s, the demands for a cadre of specialized school librarians versed in library administration and pedagogy gave rise to an increase in advanced library and information science programs for that specialty. Standards for preparation for school library programs have continued to be developed and revised under The American Association of School Librarians, a division of ALA since 1951.

Riding the wave…

I will never forget the total immersion effect of those first few months in the school library-and they were paying me to be there! I felt like I had been given a special gift. There were so many books to read, skills to learn, decisions to make, and people to get to know, both students and faculty.  My mentor librarian took me under her wing, and provided amazing professional development in all things “library.”  By the end of the school year, I knew that I wanted to have my own library, so I began to take courses that would lead to the library media educator endorsement, a two year process.  (Later, I went on to an advanced degree in cultural history and museology, and really learned to research!)  In September, as I returned for my second year at the school, the administration of the school libraries was moved from the public library to the school district, and the library program was integrated into the mission of the school. For many, it may have been a minor distinction, but for me, the connection between public and school libraries will forever be strong.

And so, a few decades later…

Here I am, years later with experiences in a variety of school library situations, from preK through high school, and as a library educator at the graduate level, still excited about the best job in the whole school.  In this profession, the learning never ends, and change is a constant.  For those of us who relish creativity and change, and who honor the mission of equitable access for all learners, the school library will continue to be to go to place for learning in our schools. I’m so glad to have been along for the wild ride!

 

Image: Brookline Public Library

https://c2.staticflickr.com/4/3036/2808317102_4fa63f98df_z.jpg

Diving into the Pool

DSCN0102Perhaps instead of a pool as the operative metaphor for jumping into blogging, the image should be a rocket launching into the blogosphere. Take your pick. Either way, joining the blog parade is an adventure, and according to our favorite love/hate resource, Wikipedia, “a new blog is being created every second of every minute of every hour of every day.” (Keen, 2008) There are many kinds of blogs populating the airwaves-or electromagnetic waves, and communication and interaction through digital writing, illustration, and reading have expanded our vision of publishing.  We all have the means to be producers of information in a Web 3.0 world.

For school librarians, blogs have dual purposes in our practice, as Judi and Karla have already shown.  Judi shared examples of award winning blogs created by school librarians to showcase and promote learning in their physical and virtual library spaces.  The combination of creative design, vivid images, and engaging text are the hallmarks of an opportunity to deliver information to school communities and beyond, in a personal way. We all can learn from these models for effective communication that highlight evidence of an active, engaged school library program.

Karla shared how blogs, and other social media are an important contribution to her professional learning as part of her PLN.  She recommended ways to get started following bloggers who are writing and sharing information about topics and issues that are critical for professional school librarianship.

School librarians depend on multiple sources of information to remain current. Along with the standard print publications, many publishers are featuring blogs on their websites to increase exposure to ideas and information in an immediate way.  School Library Journal, Knowledge Quest, Booklist Reader, VOYA (Voice of Youth Advocates) have bloggers who are on top of current trends.

Interactivity in Web 2.0 and Web 3.0, has generated a fire hose of  information, and that includes bloggers of all descriptions.  When you want just a sip of the information waters, you can control your own PLN.  Try setting up an RSS feed through sites like Feedly, and Feedspot, or a number of others.  You can link your favorite blogs, websites, or other social media sites to the account, and you will have only one spot to visit to catch up on your reading.  Most blogs allow readers to subscribe to the blog through email, so that you can get notices from the blogger when a new post has been published. That works well, unless there are multiple posts each day, then you may find your email overflowing!

 For those of you who would like to venture into starting a blog for your school library, or to set up a forum to connect with other professionals to discuss contemporary issues, take some time to establish your own criteria and purpose for publishing your own work.  View multiple blogs to see which ones are exemplars that you would want to emulate. Both Judi and Karla suggested a few places to begin your search.  This should not be an impulse decision, but one for consideration and reflection.  Commitment to ongoing and timely publishing is a key to successful blogging, along with nurturing and tending the links and topics.
Explore several blog platforms before you choose one to jump into.  Blog platforms have tutorials, and templates that will help you get going, but the primary focus should be on the clarity of the purpose for your work.  Why is a blog important to your school library program? Who is your audience? Why do you want to connect with other interested professionals?  How will you maintain the content of the blog?  How will you use the blog as a bridge to other social media sites?

Jump start to blogging: Dear Blogger-a blog about blogging…

Do you have a favorite platform to share? Talk to us….

Take the plunge!

 

Links to websites:

School Library Journal: http://www.slj.com/

Knowledge Quest: http://knowledgequest.aasl.org/

Booklist Reader:http://www.booklistreader.com/

VOYA: http://www.voyamagazine.com/topics/evoya/

Feedly: https://feedly.com/i/welcome

Feedspot: http://www.feedspot.com/

Dear Blogger: http://www.dearblogger.org/blogger-or-wordpress-better

 References:

Keen, Andrew (2008). The Cult of the Amateur: How Today’s Internet Is Killing Our Culture. New York: Nicholas Brealey Publishing. Web. 24 Jan. 2016 <https://en.wikipedia.org/wiki/Blog>

 Image:

Judy Kaplan Collection

 

 

Celebrate Diversity in Schools

DSCN0748

In early December, Judi Moreillon introduced our focus for the month-diversity and inclusion in school library programs. She shared a number of excellent resources for building school library collections that support the cultural background and interests of students, and also represent perspectives from the broader global world through literature.  Global literature provides a platform for understanding the humanity that connects all cultures.

Last week Karla Collins reminded us in her post that we have to recognize and remove barriers that inhibit equitable access to resources and school library learning spaces for a range of diverse learners.  We need to look at our spaces and collections with fresh eyes as the student demographics continue to change in our schools, if indeed, we are to transform learning for all who come through our doors.

Let us reflect on the wonder and possibility of our educational system that is open to all, and to celebrate the opportunities that exist for the future. Every school is unique, and reflects the hopes and dreams of the local community, from rural areas to suburban and urban neighborhoods.  “It takes a whole village to raise a child,” comes from an African proverb, meaning that a child’s upbringing, or education, is the responsibility of the community, and the message is even more relevant in contemporary times.

Continuing with the December theme, I invite you to come along with me to visit a school here in Northern Vermont to see what diversity and inclusion in a school library looks like here.

C.P. Smith School is a Grades K-5 school of approximately 260 students, located in a Burlington neighborhood that represents a cross section of learners from diverse cultural and and economic backgrounds.  Burlington and the surrounding area have welcomed new immigrants and refugees for many years, and at least 40 different languages are spoken in homes throughout the city. Students and their families are welcomed in the schools, and have achieved academic success over time.

 From the school website:

Since 1959, we have worked hard to build a learning community that is respectful, responsible, and safe for all who come through our doors. We believe we offer equal amounts of academic rigor and joy, as numerous activities and events occur throughout the year at the classroom and whole-school levels to celebrate learning across cultures. We serve a diverse population of students and strive to make sure each one becomes an inquisitive learner and contributing citizen. We engage parents and guardians as vital partners in the education of their children and actively seek ways to reach out to the larger community, as well.

 The Ellie B. McNamara School Library reflects that mission also, and it is a hub of classroom and school wide activities. On the day I visited,  Sharon Hayes, the Library Media Specialist/Tech Integrationist had helped organize a poetry residency with the poet Ted Scheu. He was leading poetry workshops in classrooms all day, and lunching with poets in the library. Parents volunteers were helping with activities. DSCN0747

hr of code2In the meantime, the computer lab was buzzing with groups of students jazzed with the Hour of Code activities that Sharon had planned.  The flexible learning space in the library accommodated varied visitors, from students looking for reading books to parents chatting at a table in a corner.

 

The collection has been genrefied somewhat to reflect the range of reading levels and interests of students who come from a variety of cultures and backgrounds. Sharon asks for student and teacher input for building the collection. Novice readers can access nonfiction books in baskets that have visual clues for topics such as animals, weather, and so on.  Signage helps students find favorite authors and series books.

DSCN0746A set of Chromebooks are new to the school, and Sharon is looking to expand access to technology for students who might not have access to computers at home. Some children have multiple devices, and some have few, or none.  Ereaders are desirable for students who are working to improve reading skills, and they provide privacy for students. Equitable access to technology is critical for all, and schools must fill that need, so Sharon is writing grants to increase capacity for her students.

Sharon enjoys the diversity of the students, and her goal is for them to be independent and successful readers and learners.  She encourages them to turn to each other for help, to be problem solvers, and to take risks and make mistakes.  The library space is an integral spot for learning after school also. The after school program is welcome to use the facility and the resources, and it provides a safe and comfortable place for children who have to stay until parents are finished with the workday.  It is truly a space that reflects the community values of the school.

As I left for the day, the principal came out to say farewell and to be sure to come again.  I’m sure I will, too.

 

References:

“C.P.Smith Elementary School.” C.P.Smith Elementary School – Index. 2015. Web. 18 Dec. 2015. <http://smith.bsdvt.org/>.

Hayes, Sharon. “Welcome to Our Library.” Ellie B. McNamara Memorial Library. 2015.  Web. 18 Dec. 2015. <http://cpsmithschoollibrary.blogspot.com/>.

Healey, Rev. Joseph G., M.M. “African Proverb of the Month, Nov. 1998: ‘It Takes a Whole Village to Raise a Child.’ “ 2015. Web. 18 Dec. 2015. <http://www.afriprov.org/african-proverb-of-the-month/23-1998proverbs/137-november-1998-proverb.html>.

 

Photos: Judy Kaplan Collection

AASL15: Navigating Transitional Times

compass-rose-Download-Royalty-free-Vector-File-EPS-2054So many choices, so little time!  Traveling to attend an AASL Conference is always an adventure for intrepid travelers who come from all over the US and other countries, too. For those who make it a priority every two years, the anticipation builds for the events that cater to school librarians who talk the talk, and walk the walk.  And so AASL 2015 in Columbus, Ohio gave us an overabundance of special moments to treasure, and opportunities to talk shop and to gravitate to new and exciting ideas.

The concurrent sessions once again offered many choices on themes that resonate in the transitional times in which we live-hence the theme of the conference-e-experience education evolution.  Since the other co-bloggers this month have featured several stellar sessions, I will add a couple more to the list of takeaways that have enriched my teacher librarian toolbox.  I will include some links to share with you.  Some of the sessions have handouts that are available through the AASL eCOLLAB.  If you are a member of AASL, you can access that list and see which ones are available for you to download-a good reason to become a member.  Even if you could not attend, you may find some gems that you can use in your own practice.  Take a look!   Some of the sessions were recorded and will be available for registrants sometime soon.  Even if you are not a member of AASL, check out the link and look for complimentary information that is there for anyone to access.

Student Data and Privacy

In the session, “Help Me Figure This Out!” (Saturday, Nov. 7), the presenters addressed several ethical dilemmas around social media policies, (Karla mentioned this last week), copyright and fair use, and student data and privacy.  We live in a data driven world, and we have to be vigilant about data that is collected on our students, and in extension ourselves.

Digital footprints lead everywhere and we can’t be ostriches.  Educators, administrators, and parents have to be informed about access to student information that is collected by the learning management systems and technology platforms that are used in our school districts.  Often, technology applications allow for data mining, and school leaders and individual educators have to read the fine print carefully when they agree to use or purchase a platform or application for student use.

There is a constant drumroll for new apps and many are terrific educational tools, but we have to model evaluation of sources in real time! Fortunately there are organizations and leaders who are there to guide the discussion.  Annalisa Keuler, one of the presenters at this session and a school librarian from Alabama, raised an awareness of this hot topic issue, and curated resources to help.

Believe it or not, we can make a difference if educators demand that we will only use web resources and platforms that pledge not to mine student data.  Let us make sure to support vendors and companies that have signed onto the Student Privacy Pledge.  Take a look at the list of vendors-who is missing from the list? Those who sign it are legally bound to the commitments in the Pledge, and it can be enforced by the Federal Trade Commission and State Attorneys General.

If you want to use an new technology tool for education in your school, read the fine print, and if the company or vendor is not on the list, contact them and encourage them to sign this pledge and you will happily use their resources.   Check with your administrators and technology directors and see if they have a data governance policy for the district. If not, raise the issue for the safety of your students. Student privacy is a huge problem in these transitional times.

Collection Development

As libraries transition from traditional models to new active learning spaces, teacher librarians have ongoing dilemmas and angst about collection development for materials in multiple formats, and digital and virtual information.  What should we do with all the stuff???

There were several choices for sessions that tackled how library collections are evolving, and the session led by Michelle Luhtala, Brenda Boyer, Shannon Miller, and Joyce Valenza focused on the connection between curriculum, collection and curation, and instruction.  “Transforming Libraries in Transitional Times” (Friday, Nov. 6),  was jam packed with ideas and application tools to transform the development of appropriate resources that support learning in physical and virtual spaces.  As they moved through their ideas very quickly in the hour long time slot, it was almost TMI. I am so glad that the presenters provided access to the slideshow so that I can absorb the amount of information they shared at a more leisure pace. Here is a link to the slides, that even without their lively narration, can offer tools and ideas that can be useful.  I plan to incorporate some of the information into a course I am teaching next semester.  Great professional development for me, and you, too-Yay!

If you would like to have an idea about other sessions and outtakes led by these presenters and others, be sure to take a look at Joyce Valenza’s Neverending Story Blog that has highlights from #AASL15.

“Knowledge not shared remains unknown.”  Grabenstein, 2013

As November closes, and the holiday season quickly approaches, BACC bloggers wish you all a safe and and happy Thanksgiving!


Works Cited:

Abilock, Debbie, Helen Adams, Annalisa Keuler, Jole Seroff, and Dee Venuto. “Help Me Figure This Out! Thorny & Thought-Provoking Ethical Dilemmas for School Librarians.” AASL Conference 2015. Ohio, Columbus. 7 Nov. 2015. Presentation. <http://libraryschool.libguidescms.com/content.php?pid=675677&sid=5672334>

“AASL ECOLLAB.” AASL ECOLLAB. American Association of School Librarians., n.d. Web. 23 Nov. 2015. <http://www.ala.org/aasl/ecollab>.

Grabenstein, Chris. Escape from Mr. Lemoncello’s Library.  New York: Random House, 2013.

Luhtala, Michelle, Brenda Boyer, Shannon Miller,  and Joyce Valenza. “Transforming Libraries in Transitional Times.” AASL Conference 2015. Ohio, Columbus. 6 Nov. 2015. Presentation. <https://docs.google.com/presentation /d/1fJKL03hRXNK85NozVbk2wdZrVmbG2w45rf3kUFU2G6A/edit#slide=id.p.>

“Signatories – Currently 202.” Pledge to Parents Students. Student Privacy Pledge, n.d. Web. 23 Nov. 2015. <http://studentprivacypledge.org/?page_id=22>.

Valenza, Joyce. “My #AASL15 Story.” Web log post. NeverEndingSearch. 9 Nov. 2015. Web. 23 Nov. 2015. <http://blogs.slj.com/neverendingsearch/2015/11/09/aasl15-my-story/>.

Image:

Compass Rose: http://mt-st.rfclipart.com/image/big/ee-b7-aa/compass-rose-Download-Royalty-free-Vector-File-EPS-2054.jpg

 

 

Celebrating Literacy-Globally and Locally

The walls of the OrchardDSCN0706 School Library Media Center faded away last week as young learners from South Burlington, Vermont met with friends in several elementary schools across the country via Skype and Google Hangout. As participants in the Global Read Aloud project, readers throughout the United States and beyond read and discuss books both synchronously and asynchronously for six weeks beginning in October. Educators who jump into the Global Read Aloud are encouraged to find creative ways to incorporate the joys of shared reading both locally and globally.

Through the GRA website and wiki, teachers and librarians can collaborate with each other and their classrooms through Twitter, Edmodo, Skype, Kidblog, and other social media sites. The project began in 2010 with a Wisconsin educator, Pernille Ripp, who envisioned a read aloud that would connect kids and books beyond the classroom. The program has grown exponentially, from 150 in 2010 to over 300,000 student participants from over 60 countries in 2014.  The GRA 2015 has kicked off with four middle grade titles for discussion this year, and an author study for the picture book crowd.

GRA in Action at Orchard

At Orchard School, the library media specialist, Donna Sullivan-Macdonald also wears the tech integrationist hat, and the school library program is an active hub of learning and literacy that connects the school to the world beyond. The Global Read Aloud Project is high on Donna’s list of real world connections.  She has participated in the GRA since 2011 with one class of fifth graders, and this year the project includes all twenty classes, kindergarten through fifth grade. Each class is paired with a class in another state, and the students have had fun getting to know one another through Mystery Skypes, Google Hangouts, sharing Padlets, writing and responding to blog posts, tweeting, taking surveys, and exchanging emails. To get a flavor of how the connections work, Donna tells about using the 2015 GRA with some of her students:

“For the Amy Krause Rosenthal picture book author study, kindergarten and first graders heard the first book in the project, Chopsticks, and then learned to use the tool. We’re now creating a shared book of pictures of students eating with chopsticks with some new friends in the state of Georgia.”

When I visited last week, Donna read another book by Rosenthal, It’s Not Fair, to a class of second graders, and explored concepts about fairness and taking turns by arranging for two activities for the class.  The object was to make sure that all had equal time for the activities. Fifteen minutes before the end of the class time, the students got together via Hangout with their buddy class in Indiana to discuss the book and ideas about fairness.  It was amazing to see the Orchard students actually having an interactive discussion with kids miles and miles away.

DSCN0732

Local Connections

Connecting reading to the world is not limited to just the Global Read Aloud at Orchard School.  Another ongoing project is a Food Drive that has been inspired by Katherine Applegate’s newest book, Crenshaw. The author of The One and Only Ivan has provided much food for thought for her reading fans. The topic of homelessness is sensitively addressed, and readers can make connections with real world problems and can learn to make a difference.  The publisher has launched a program #crenshawfooddrive that invites independent bookstores to raise awareness about childhood hunger based on ideas from Applegate’s book.  Crenshaw is imaginary. Childhood hunger isn’t. Help us feed families in need. http://www.mackidsbooks.com/crenshaw/fooddrive.html

In August, Donna contacted Phoenix Books in Burlington and suggested that they could work as partners to contribute to the food drive for the Chittenden Emergency Food Shelf.

Donna explains how Crenshaw sparked a study of childhood hunger at Orchard School:

“The fifth grade teachers read Crenshaw as their first read aloud this school year. In the library, we researched childhood hunger and presented this information on posters, created in both in the makerspace and on the computer. Students also created a slide show on childhood hunger and ran a whole school morning meeting introducing the food drive to the school. There were speakers from both Phoenix Books and the Chittenden Food Shelf. No teachers spoke. It was student driven. Heading into the final week, we’re at 819 items donated!

Back to Crenshaw, many 2nd through 4th grade teachers have since read the book to their classes. I have used Amy Krouse Rosenthal’s message about random acts of kindness in my discussions with K-3 students who are reading her books.

On Friday, after reporting final totals to the school at morning meeting, one fifth grade class will load all of our donations on a bus and we’ll head to the food shelf for a tour and a weighing of all the donated food.

It’s heartwarming to witness the kindness and empathy shown by  young children through participation in this project.

Although not formally a part of GRA, the food drive has fit in nicely.”DSCN0699

For Donna, and the many other talented teacher librarians and educators in our schools, celebrating literacy is an everyday joy that is embedded within the fabric of a culture of collaboration that makes a school a vibrant and caring place for our students and our colleagues.

Thank you Donna for sharing your enthusiasm and energy, and thank you to your students who are making a difference locally and globally!

Resources:

Applegate, Katherine. Crenshaw. New York: Harpercollins, 2015.

Kaplan, Judith. “Donna Sullivan-Macdonald.“ Personal Interview and email correspondence. 20 Oct. 2015.

Twitter: http://twitter.com/dsmacdonald

LinkedIn: http://www.linkedin.com/pub/donna-macdonald/35/723/416

Orchard School Library Media Center, 2 Baldwin Ave. So. Burlington, VT 05403 Web. Oct. 25, 2015.<http://library.sbsd.orchard.schoolfusion.us/modules/groups/integrated_home.phtml?gid=771938>.

Ripp, Pernille. “Home.” GlobalReadAloud. Wikispaces, 2015. Web. 26 Oct. 2015. <http://globalreadaloud.wikispaces.com/>.

 Images:  Judy Kaplan Collection

Trending Now: Professional Learning

collaborationLast week, I presented some suggestions for teacher librarians who set goals for providing appropriate PD opportunities within a school community or district.  As you begin to frame your goals, you may want to access some techniques and strategies for best practice in professional learning for adult learners, and I would like to share some timely resources that might influence your planning.

Find out about instructional coaching:

Professional learning has become a job embedded practice in many school districts across the nation, and many teacher librarians have stepped into professional development roles, either intentionally, or by serendipity, on a “just in time” basis. To be successful, it helps to understand the overarching goal for PD in your school, and to work within the model. The trend in PD is away from the “sit and git” inservice days to personalizing professional learning for teachers through instructional coaches, and teacher driven collaborative and reflective practice.  There may be instructional coaches in your school and district, and you may be able to work with them in assisting with personalized professional learning with members of the faculty.  Sometimes, instructional coaches are experts in content or curricula, such as literacy, math, or science. Sometimes their focus is on pedagogy or technology integration, or all of the above, depending on the particular educators’ professional learning interests. Before you reach out to instructional coaches, take some time to find out about concepts and models for instructional coaching, so that you can “talk the talk and walk the walk.”

Recently on the Edutopia Blog, Schools That Work, there have been some posts about the instructional coaching model in the Albermarle County (VA) School District.  The Superintendent of Schools, Dr. Pam Moran, has garnered national attention for providing leadership for innovation and change in the district to the benefit of the students and the teachers.

 Here’s the link that shows what is happening in Albermarle County Schools. There’s a list of links to videos and information about several topics that are of interest to teacher librarians, and a couple are highlighted below.

Visit the Albermarle County School District website to learn more about the instructional coaching model: https://www2.k12albemarle.org/dept/instruction/instructional-coaching/Pages/default.aspx

Find out what has worked for others:

My second recommendation for exploring successful models for professional development practice is Growing Schools: Librarians as Professional Developers. (2012)  Even though it was published three years ago-my where did those three years go-it remains a go to resource for teacher librarians.  Not only is it packed with useful ideas, it is entertaining reading! Edited by Debbie Abilock, Kristin Fontichario, and Violet Harada, it is a must have for your shelves, if you don’t have it already. Many of the contributors to the book are leaders in the field of school librarianship, including  BACC co-blogger, Judi Moreillon, who has written a chapter on customized professional development.

According to Kristin Fontichario, in a article published in School Library Monthly (2013):

For nearly two years Debbie Abilock, Violet Harada, and I have worked with approximately a dozen librarians, classroom educators, and administrators to document their unique professional development stories… the book’s contributors showed us that professional development can be effective in multiple school cultures, in multiple modalities for delivery, with librarians of different personalities and preferences, and in various curriculum areas and foci (2013, 47).

 Here’s a link to the publisher’s information about the book:

http://www.abc-clio.com/LibrariesUnlimited/product.aspx?pc=A3723P

Order it soon for your own professional learning!  Do you have more recommendations to share?

 

Works Cited:

Abilock, Debbie, Kristin Fontichario, and Violet Harada, eds. Growing Schools: Librarians as Professional Developers. Libraries Unlimited, 2012. http://www.abc-clio.com/LibrariesUnlimited/product.aspx?pc=A3723P

 Edutopia: Schools That Work Case Study. “Innovation and Risk Taking Across a District.” Web Log. http://www.edutopia.org/school/albemarle-county-public-schools. 28 Sept. 2015.

 Fontichario, Kristin. “Librarians As Professional Developers.” School Library Monthly 29.8 (2013): 47-48. Library Literature & Information Science Full Text (H.W. Wilson). Web. 28 Sept. 2015.

Image: Judith Kaplan Collection

 

Embrace Your PD Role

hatsTeacher librarians wear many hats, and some hats cross many roles listed in a job description. In our daily school library hustle and bustle, we may not think of ourselves as professional developers for our colleagues, but indeed we wear that hat in many ways.   This is not a radical new idea, but merely a recognition that providing access to new information, new literature, new technology,  and new pedagogy for teachers in our schools, has always been part of our mission, and is based in a collaborative model. As Ken Haycock has said, teacher librarians lead from the middle, not from a position of power, but through social influence. (2010, 2)

So let’s take a minute to focus on the myriad ways we interact to share access to information and ideas with our teaching colleagues, and to be intentional about improving and expanding our PD offerings. As you begin your new school year, set a goal to incorporate your PD hat into your other roles.  Be sure to share that goal with your administrator, so s/he will be able to see that you wear a PD hat!

This month BACC bloggers have opened up a discussion about reaching out to our colleagues with PD opportunities-the why and how.  Judi emphasized the necessity for building personal and professional relationships as a foundation for credible PD, and she shared the experience of  Becky McKee, a District Librarian in Texas.  Both Judi and Karla spoke about the curriculum connections that are at the heart of our work with our colleagues.  That’s our ticket into the game!  Karla introduced a metaphor for the teacher librarian as a  lighthouse, a beacon to guide our fellow educators to new professional learning. Karla suggested multiple access points to provide PD.  Both have shared many excellent ideas, all with the aim of collaborating for student success in our schools.

Goal setting for integrating PD through collaboration

Step 1: Self Assess: Think about your daily, weekly, monthly schedule-as an instructional partner, curriculum specialist, technology integrationist, educational leader, and teacher.  Ask yourself:

  • What do I know about the various school improvement initiatives in my school district? How does my SLP support both student and teacher success? How can I help?
  • How do I know what teachers need to help improve student learning in the various content areas?  How do I/can I find out? Do I wait for them to come to me, or do I approach them with a new idea about teaching and learning, or new resources? How do I build relationships?
  • What do I do well?  What activities have worked well for sharing meaningful professional development opportunities? One to one, small group, team, PLC, PLN, or CoP? Face to face, online learning management system? Virtual library website resources? Where do I look for new PD ideas?
  • What are some new (or underused) curricular resources in the library collection that meet the initiatives in the district? What is the best way to introduce them? How will I engage teachers who are in their silos?  How can I make the learning interactive? How can I provide a feedback loop? How can I make it fun? How can I be the guide on the side?
  • How can I model new technology applications and ways to integrate 21st Century skills (critical thinking, creativity, communication, and collaboration) for both educators and students? How can I provide meaningful connections to their interests and passions?

Step 2: Make plan to try something new.  Gather resources, outline a framework and timeline for your activity.  Provide for continuous feedback to monitor success.  Design the activity with individual choice and engagement in mind. Learning should be fun! Give it a go!

Step 3: Evaluate and reflect on strengths and challenges. Make adaptations for the next time.  Encourage others to share and reflect.  Hand out badges or rewards-recognize effort and results. Take photos, and share through social media!

Work cited:

Haycock, Ken. “Leadership from the Middle: Building Influence for Change.” Ed. Sharon Coatney. The Many Faces of School Library Leadership. Santa Barbara: Libraries Unlimited, 2010. 1-12. Print.

Image:  Judy Kaplan Collection