Author Archives: jelkaplan

Leadership and Collaboration

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As co-teachers and instructional partners, school librarians focus on collaborative opportunities with individual or teams of educators within a school community.  Many school districts have been providing professional development for educators by establishing Professional Learning Communities (PLC).   The PLC is a vehicle for collaborative planning and decision making that focuses on improving student learning.  To be successful participants, educators need training to understand the process for and commitment to collaboration that builds the collective capacity of a school system.  An effective PLC can change attitudes and transform teaching and learning in a powerful way.

School librarians are positioned to take leadership roles in PLCs, and should advocate for a place at the table.  Having honed a variety of collaboration skills of various levels, school librarians are familiar with setting goals, timelines, assessments, formulating projects, and are adept at analyzing data.  There are many configurations for PLC teams, and the school librarian should have a pivotal role in content areas.  Unfortunately, in many districts, the PLC teams may not integrate the school librarian into content or grade level groups.  Many times the PLCs are set to meet during the scheduled time for a class visit to the library/media center when the librarian is expected to supervise the class.  That prevents meaningful participation, and limits the expertise and knowledge that the librarian can share with the group.

Stepping into a leadership role means that the school librarian needs to be proactive and stay ahead of the curve.  Find out what is happening in your district or school.  What are the initiatives?  What are the goals for educators and student learning?  What curriculum changes are proposed?  Be ready to explain to administrators, teachers, parents, community members, and students how the school library program and resources will benefit the transformation of learning.  You are the expert, the information specialist, and can facilitate learning for all stakeholders.

If you want to realize your own capacity as an educational leader, I recommend two readings that have influenced my thinking recently.  One was an article in May/June 2013 issue of Knowledge Quest, “The Make-Good Mission.”  Michael Edson, the Smithsonian’s director of web and new media strategy, talks about the possibilities for the school library as a place for meeting the challenges of “scope, scale, and speed” presented by information in present day.  We simply can’t continue to do things the way we have done them in the past.  Organizations have to change from within, not top down.  We all have the capacity to contribute, not just receive information.

Change from within is one of the messages also in Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement (DuFour and Marzano, 2011).  Two leaders in organizational systems and education explore how change and transformation can come about using the collective expertise of all stakeholders.  DuFour shares how PLC teams that are created and supported by district administrators and principals, can bring about improvements in student learning.  The training and support is imperative to make a successful outcome for all.  Collaboration skills have to be learned and the authors offer a blueprint.  Marzano clarifies how to establish what is important for students to learn and how to assess their learning.

At the AASL Conference in November 2013,  there will be sessions that focus on leadership roles and require specific collaboration skills.  Come to conference and gather more ideas to add to your leadership/advocacy tool kit!

Resources:

DuFour, Richard and Robert Marzano. 2011. Leaders of learning: How district, school, and classroom leaders improve student achievement. Bloomington, IN: Solution Tree Press.

Edson, Michael.  2013. The Make-good mission: Evaluating and embracing new possibilities for discovery and innovation in school libraries.  Knowledge Quest 41 (5): 12-18.

Photo: Microsoft clipart

 

A Village for Summer Reading

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DSCN0324Dreaming of summer vacation?  We all do, but summer break for some students may mean they will come back in the fall at a disadvantage.  When the final bell signals the end of the school year, teachers, school and public librarians, parents, community members, and administrators should have a plan in place to support readers during the two month hiatus.  Remember the adage, “it takes a village…” Collaboration between all these groups should promote access to reading materials even while school is not is session, and research shows that children benefit from having books in the home.  Richard Allington, reading researcher and consultant, is the co-author of a new book, Summer Reading: Closing the Rich/Poor Achievement Reading Gap (Teachers College and International Reading Association, 2013).  In a recent SLJ blog, Curriculum Connections, (Eames, June 4, 2013) Allington answers questions and offers ideas for making a difference, and shows how all the stakeholders can collaborate for student success.  Be sure to put this book on your summer reading list!

In order to ensure that all children have opportunities to maintain literacy skills and fluency, we may need to change our school policies about materials that are usually locked away during the summer, and to find other creative ways to make sure books get into the hands of those kids who need them most, even if we risk losing some resources.

This is a topic of conversation that surfaces in school library circles in late spring-early summer.  Here are some ideas that have appeared recently within a variety listservs, blogs, and twitter.

  • Students are allowed to check out a certain number of books for the summer, returning them in the fall.
  • Genres of books are loaned to the public library for summer circulation.
  • Promotion of public library spaces, programs, and collections. Students get public library cards before they leave for the summer.  Some classes visit local public library, are introduced to librarians and programs for youth.
  • Some school libraries are open to students, parents, teachers for self selection and self checkout when the building is open, even if the teacher librarian is not there.
  • Summer reading blogs/social media sites for students offer a virtual space for sharing ideas and thoughts about books and other materials.
  • Newsletters and suggested reading lists (print and electronic) inform students, teachers, parents, administrators, and community members about summer reading.
  • Joint programs between school and public librarians are funded by grants.
  • Joint programs with local social support networks for children, such as Boys’ and Girls’ Clubs, YM/YWCAs, etc.
  • Little Free Libraries in neighborhoods, grocery stores, malls, etc.

And just for fun, here a couple of examples of what’s happening here in Vermont:

Beth Redford, school librarian at the Richmond (VT) Elementary School has a book bag program for all her students, K-4.  They are allowed to select ten books to take home for the summer.  Kids are really excited to participate.

Steve Madden, school librarian at the Camel’s Hump Middle School in Richmond, VT, has collaborated with the Vermont Department of Libraries and the Children’s Literacy Foundation, to write grants to construct and supply book collections for the Bolton Little Free Libraries.  Based on the Little Free Libraries in Wisconsin and elsewhere, book collections are set up in small enclosed bookcases in areas of Bolton, a town with no public library. Steve continues to refresh the collections that operate on the trust system.  His bike is set up for summer deliveries, too.  Little Free Libraries have sprouted up in lots of places in Vermont.  Is there one in your neighborhood? Would you like to start one?

What’s on your summer reading list?           

References:

Allington, R. and McGill-Franzen, A. (2013) Summer reading: Closing the rich/poor achievement gap. New York: Teachers College Press.

CLiF stocks little free libraries in Bolton, VT. (2012, July 3). Inspire kids! Children’s Literacy Foundation blog.  (Blog). Retrieved from  http://clifonline.wordpress.com/2012/07/03/clif-stocks-little-free-libraries-in-bolton-vt/

Eames, A. (2013, June 4)  Summer reading: closing the rich/poor achievement gap/ An educator responds to questions. Curriculum Connections  SLJ blog.  (Blog). Retrieved from http://www.slj.com/2013/06/curriculum-connections/summer-reading-and-the-richpoor-achievement-gap-an-educator-responds-to-questions/

Kelley, Kevin. (2013, June 12). At Vermont’s little free libraries, books aren’t going away. Seven Days online. (Blog).  Retrieved from http://www.7dvt.com/2013vermonts-little-free-libraries-books-arent-going-away

Little Free Library website. (2013, June 24)  Retrieved from http://www.littlefreelibrary.org/

Redford, Beth. (2013, June 10) RES newsletter.  (Blog)  Retrieved from: http://reslibrarynews.blogspot.com/2013/06/summer-library-books-resvt-cesuvt-vted.html?spref=tw

 

 

 

 

 

 

Transformation vs. Reform

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For the past two decades, there has been a movement across the nation to “reform” education. The drumbeat of standards and accountability has dominated discussions about improving educational experiences for all children.  The term reform itself has a value laden connotation.  Think “reform” school…  Reform from the top down-identify the problem and fix it.  Instead, think about the term “transformation.”  It has a more positive connotation-a movement from one status to another through innovation.  Transformation comes from the inside out, in response to situations and experiences.

 

Meanwhile, as a culture, we are in the midst of a paradigm shift from an industrial to a technological age, and the transformation continues to redefine everything we have known. New norms are evolving in the business, political, cultural, and educational worlds.  We are a work in progress, as usual-exciting times!

 

What does this have to do with collaboration?

 

Collaboration skills are the key for transformation to an educational system for personalized learning, not only for students, but for educators, administrators, and other community stakeholders.  How do we learn and use those skills, and how do we teach our students to value and incorporate the contributions of all? How do we create environments and spaces that encourage creativity and collaboration for all learners? How does technology enhance the learning experience?

 

These big ideas were explored by the keynote speakers at the Dynamic Landscapes Conference at Champlain College in Burlington, Vermont on May 16-17, 2013.  Jointly sponsored by Vita-Learn and the Vermont School Library Association, the annual conference showcases exemplary practices of statewide educators and invites national experts to address contemporary issues in education.   Last week Ira David Socol, Pam Moran, and Steve Hargadorn spent several days visiting Vermont and sharing their expertise with attendees at the conference.  Ira, an educational consultant and historian is currently working in the Albemarle County School District in Virginia where Pam is the superintendent.  They are leading transformation through a collaborative model with educators in the local schools, and they shared their ideas and progress in encouraging innovation that focuses on personalized learning.  Digital technology tools are integrated across the curriculum to enhance deep learning, collaboration, and engagement.  Take a look at the videos for the Iridescent Classroom on Ira’s web site to get a glimpse of their work together. He also has a terrific overview of the history of education that contextualizes where we are today.  Lots of resources there to explore, so take a look!

Steve Hargadorn, of Classroom 2.0, and Library 2.0, presented an overview of the process of how technology is changing our culture, and how that change will impact education in the future.  Real educational transformation will come about with the evolution of the culture, so stay tuned.    He shared many examples of how the cultural shift is happening due to the impact of social media and technology applications. Here is a link to his slides DynamicLandscapes2013Hargadon that demonstrate the shifting sands of the 21st Century. As I said before-exciting times ahead…

Once again, I was struck by aha moments, as I listened and learned.  As educational leaders in our schools, teacher librarians are pivotal in the transformation process embedded in collaboration.  As Steve Hargadorn said, “Be ready to unleash energy and potential through participation, creation, sharing, and engagement.”

Are you ready?

References:

Dynamic Landscapes Conference 2013. Web site.  Retrieved from  https://sites.google.com/a/vita-learn.org/dynamiclandscapes2013/home/th-keynote

Classroom 2.0. (2013). Web site. Retrieved from http://www.classroom20.com/

Hargadon, Steve. (2013).  Education,Technology, Social Media, and You.  Web log. Retrieved from http://www.stevehargadon.com/

Hargadon, Steve. (2013). Educational Network is the Learning Revolution: Future of Education. Dynamic Landscapes Keynote address, May 17, 2013. (PDF).

Library 2.0 (2013). Website. Retrieved from http://www.library20.com/

Moran, Pam. (2013). Superintendent’s Blog: Albemarle County Schools. Web log. Retrieved from http://superintendent.k12albemarle.org/

Socal, Ira David. (2013). Challenging the Systems. Web site. Retrieved from https://sites.google.com/site/iradavidsocol/

Microsoft Clipart: Crystal ball.

 

 

 

 

Cross Pollination of Ideas and Understandings

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Spring is finally emerging here in the North Country, and the bees are buzzing, birds are singing. Melissa’s post last week about encouraging partnerships with public and other libraries had me thinking about collaboration as a cross pollination of ideas and understandings. When school librarians have a chance to meet and work with others in the field whose overall mission is the same, but different according to parameters of their workplaces, the benefits move both ways.

Earlier in the year, I was invited to present at the New England Association of Independent School Librarians at their annual meeting on April 12, 2013. While I was excited to take on the task, I realized that I really had limited first-hand knowledge of independent schools, and I was eager to learn more. My background includes many years in the public school system and in a public university, so I did a bit of digging to understand my audience. What I found is that there is a range of independent schools for students of all ages, from those that are focused on college prep, to those that provide a niche environment for learning depending on the interests and abilities of the student. While independent schools are governed by a board of trustees, some are combinations of private/public schools, some are based on religious or organizational affiliation, and many are funded exclusively by tuition, donors, and endowments. They include day schools and boarding schools and are not for profit, and are not encumbered or constrained by public school regulations.

Libraries are an important part of the school experience in independent schools, and are often extolled as indicators of the quality of the school. The National Association of Independent Schools has established Guidelines of Professional Practice for Librarians, and there are many regional independent school library organizations.  There is a separate section within the American Association for School Librarians (AASL) for Independent Schools (ISS), and therefore, independent school librarians have access to professional networks that meet their particular concerns, which are not so different than those of public school librarians.

The April NEAISL meeting was held at Burr and Burton Academy in Manchester, Vermont, and attendees came from across New England and upper New York State, in spite of the snow, sleet and freezing rain that is typical of early spring in Vermont.  Susan Ballard, AASL President, was the keynote speaker who suggested ways to advocate for school libraries through marketing or branding, a topic that resonates with all school librarians.  Throughout the day, in formal sessions and informal discussion, I listened for the common themes that connected independent school librarians. Enthusiastic about their work and their schools, they voiced familiar concerns about:

  • Effective technology integration
  • Engaging digital native students in learning
  • Advocacy
  • Changing space needs for libraries-learning commons
  • Diversity or lack of diversity in student populations
  • Collaboration with other faculty
  • Students with special needs or ELL
  • AP courses-yes or no
  • College research ready

While I did not hear very much about Common Core Standards, I must admit, it was a relief not to have that on the table.  As I listened and learned from independent school librarians, I realized more than ever, that dedication to library service for students and staff is the common denominator for all of us in the profession.  No matter where we work,   in urban or rural areas, in large or small public or independent schools, we are all committed to our mission, and we have a lot to share. I want to thank Merlyn Miller, Library Director at Burr and Burton for the opportunity to share, listen, and learn with such a diverse group of professional school librarians.

In order to take advantage of cross pollination of understandings, I urge you to seek out your fellow school librarians to compare notes and ideas. If you are in a public school, plan to visit a local independent school.  If you are in an independent school, locate a nearby public school.  There is a lot to learn from different perspectives, and enjoy your visit!

References:

American Association of School Librarians Independent Schools Section. Online. http://www.ala.org/aasl/aboutaasl/aaslcommunity/aaslsections/iss/iss .

Conference program for New England Association of Independent School Librarians. Online. https://sites.google.com/a/burrburton.org/new-england-association-of-independent-school-librarians-conference-2013/conference-program.

Guidelines of professional practice for school librarians. National Association of Independent Schools. Online. http://www.nais.org/Series/Pages/NAIS-Guidelines-of-Professional-Practice-for-Librarians.aspx. .

Hand, D. Independent school libraries: Perspectives on excellence. (2010). Santa Barbara, CA: Libraries Unlimited.

National Association of Independent Schools. Online. http://www.nais.org/Articles/Pages/About-NAIS.aspx?src=utility.

Cross Pollination of Ideas and Understandings

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Spring is finally emerging here in the North Country, and the bees are buzzing, birds are singing. Melissa’s post last week about encouraging partnerships with public and other libraries had me thinking about collaboration as a cross pollination of ideas and understandings. When school librarians have a chance to meet and work with others in the field whose overall mission is the same, but different according to parameters of their workplaces, the benefits move both ways.

Earlier in the year, I was invited to present at the New England Association of Independent School Librarians at their annual meeting on April 12, 2013. While I was excited to take on the task, I realized that I really had limited first-hand knowledge of independent schools, and I was eager to learn more. My background includes many years in the public school system and in a public university, so I did a bit of digging to understand my audience. What I found is that there is a range of independent schools for students of all ages, from those that are focused on college prep, to those that provide a niche environment for learning depending on the interests and abilities of the student. While independent schools are governed by a board of trustees, some are combinations of private/public schools, some are based on religious or organizational affiliation, and many are funded exclusively by tuition, donors, and endowments. They include day schools and boarding schools and are not for profit, and are not encumbered or constrained by public school regulations.

Libraries are an important part of the school experience in independent schools, and are often extolled as indicators of the quality of the school. The National Association of Independent Schools has established Guidelines of Professional Practice for Librarians, and there are many regional independent school library organizations.  There is a separate section within the American Association for School Librarians (AASL) for Independent Schools (ISS), and therefore, independent school librarians have access to professional networks that meet their particular concerns, which are not so different than those of public school librarians.

The April NEAISL meeting was held at Burr and Burton Academy in Manchester, Vermont, and attendees came from across New England and upper New York State, in spite of the snow, sleet and freezing rain that is typical of early spring in Vermont.  Susan Ballard, AASL President, was the keynote speaker who suggested ways to advocate for school libraries through marketing or branding, a topic that resonates with all school librarians.  Throughout the day, in formal sessions and informal discussion, I listened for the common themes that connected independent school librarians. Enthusiastic about their work and their schools, they voiced familiar concerns about:

  • Effective technology integration
  • Engaging digital native students in learning
  • Advocacy
  • Changing space needs for libraries-learning commons
  • Diversity or lack of diversity in student populations
  • Collaboration with other faculty
  • Students with special needs or ELL
  • AP courses-yes or no
  • College research ready

While I did not hear very much about Common Core Standards, I must admit, it was a relief not to have that on the table.  As I listened and learned from independent school librarians, I realized more than ever, that dedication to library service for students and staff is the common denominator for all of us in the profession.  No matter where we work,   in urban or rural areas, in large or small public or independent schools, we are all committed to our mission, and we have a lot to share. I want to thank Merlyn Miller, Library Director at Burr and Burton for the opportunity to share, listen, and learn with such a diverse group of professional school librarians.

In order to take advantage of cross pollination of understandings, I urge you to seek out your fellow school librarians to compare notes and ideas. If you are in a public school, plan to visit a local independent school.  If you are in an independent school, locate a nearby public school.  There is a lot to learn from different perspectives, and enjoy your visit!

References:

American Association of School Librarians Independent Schools Section. Online. http://www.ala.org/aasl/aboutaasl/aaslcommunity/aaslsections/iss/iss .

Conference program for New England Association of Independent School Librarians. Online. https://sites.google.com/a/burrburton.org/new-england-association-of-independent-school-librarians-conference-2013/conference-program.

Guidelines of professional practice for school librarians. National Association of Independent Schools. Online. http://www.nais.org/Series/Pages/NAIS-Guidelines-of-Professional-Practice-for-Librarians.aspx. .

Hand, D. Independent school libraries: Perspectives on excellence. (2010). Santa Barbara, CA: Libraries Unlimited.

National Association of Independent Schools. Online. http://www.nais.org/Articles/Pages/About-NAIS.aspx?src=utility.

Collaboration and Mentoring-Take 2

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Be the change you wish to see in the world…

Mohandas Gandhi

Barbara Stripling, President Elect of ALA, was the keynote speaker at a recent Massachusetts School Library Association Conference (March 2- 4, 2013). As a mentor, she encouraged those attending to “be the change,”  to make a difference by changing  one life at a time, and helping students raise their own dreams, skills, and dispositions of inquiry. Weaving the themes of collaborative relationships, decision making, and problem solving, she shared a vision of a vibrant model for student centered learning in 21st Century schools.  Her passion and commitment to the field of librarianship and education is both inspirational and challenging. How can we live up to this ideal?  I guess we just have to work harder at what we do best, so that we can be the change, too.

Two colleagues and I traveled from Vermont to Sturbridge, Massachusetts to participate in a three day event that allowed us to rub shoulders with Barbara Stripling, Richard Byrne, Pam Berger, and a host of authors, including Jack Gantos.  We were excited to meet and talk to our compatriots from another New England state to compare notes about school library issues.  We were also meeting some of our Twitter friends for the first time face to face.  Sitting in a large conference room, it was amusing to overhear people saying, “So there you are!  It’s so wonderful to meet you in person after getting to know you through your blog or Twitter.”  Having a chance to sit down and chat with the presenters between sessions, or during lunch and dinner provided a personal experience that you don’t have every day.

As in other sections of the country, in New England and the Northeast, there are opportunities within reasonable driving distances for collaboration and mentoring at regional/state school library conferences and meetings.  Many teacher librarians can’t afford to go to national conferences very often, or at all.  Some have no financial support from their districts for professional development other that what is provided at the local level.  State professional organizations play an important role in bringing national speakers and showcasing best practices within the field to a gathering of folks who come to share ideas, connections, and to make or renew friendships.   PLNs now put practitioners in touch with others throughout the nation, and also provide connections within a geographical area, too.  Social media and Twitter feeds allow everyone to communicate and collaborate across time and space.  There are so many different ways to mentor and be mentored, in our fast paced world, but face to face collaboration is still a very powerful way to connect the dots.

Having returned from the conference with many new ideas and new relationships, I am already putting plans into action that will affect my teaching and learning.  Coincidentally, once again, the current issue of Knowledge Quest : Mentoring Through Partnerships continues to look at collaboration, and the role of professional organizations is seen as a venue for mentoring.   Melissa Johnston shares her conclusions from some research about technology leadership in Knowledge Quest  (2013, 38), “Not only do professional organizations provide support for school librarians through relationships with other school librarians, but this research finds that professional growth opportunities from  professional organization activities such as conferences and publications serve as enablers as well.”  From my own experience, I can’t agree more!  And as a final note, when I was doing a school visit last week, I went into the school library, and there  inscribed on the wall was a familiar message: Be the change you wish to see in the world.  I felt as if I had come full circle.

 

Barbara Stripling elected ALA president (2011). School Library Journal (May 4, 2012) http://www.schoollibraryjournal.com/slj/home/894466-312/barbara_stripling_elected_ala_president.html.csp

Johnston, M.P. (2013). The importance of professional organizations and mentoring for leadership. Knowledge Quest 41(4). http://www.ala.org/aasl/knowledgequest

Massachusetts School Library Association Conference: Lead & Learn (2013).  http://maschoolibraries.org/content/view/1046/704/

Reeling in the Reluctant Fish

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Several weeks ago, Sue Kimmel blogged about working with reluctant teachers, the ones who are not coming to the collaboration table.  She offered some ideas for making sure that students in those classrooms still had school library learning opportunities in different settings.  I would like to explore ways to reel some of those reluctant fish into collaborative relationships.

First, cast the line with some intriguing bait:

From my experience, many teachers who are reluctant collaborators are often leery of new ideas or trends.  They may not want to jump on the latest bandwagon, or to take a risk in looking foolish in front of colleagues or students.  Mostly, they like to play it safe, not venture into the unknown.  Respect that view, be generous, and don’t give up.  Cultivate a person to person relationship.  Watch, listen, and ask probing, but friendly questions about what’s happening in their classrooms.  Tease out the challenges that they have encountered around curriculum units, or student engagement.  Ask to visit or help out in the classroom.  Listen to students who come in from those classes with projects that have been assigned.  Get the big picture, and just wait.

Get acquainted with any school reform initiatives, or curriculum revisions that might impact that teacher.  Implementation of Common Core Standards and the new testing format are certainly hot topics right now.  Be part of that conversation, and immerse yourself in the documents, so that you understand the implications for the educational community. Embrace emerging technologies. Have some hotlinks in your PLN for other standards, too-AASL, ISTE, and so on.

Gather up a few “lures,” such as online resources, web 2.0 apps, blogs, rss feeds, and best practices in pedagogy and brain-based learning.  Fill your tackle box with information about Universal Design for Learning, flipped classroom, backward design, differentiated instruction, inquiry based learning, and so on.

Be ready with one small lure to offer that reluctant teacher, when you have the conversation that opens an opportunity to take the first step.

I know, I know… you don’t have time or patience to wait for that fish to bite, but as long as you have the line out, and the fish is circling, you may get a big one in the end!

Caught one!

In years past, I had a fish, oops, I mean colleague, who was in a self-contained classroom, and I tried to extend a collaborative hand without a lot of success.  Then, the administration required every teacher to collaborate in a team to develop and co-teach a standards based unit.  Since this person was not part of a team, she had to team up with someone.  Guess who she chose?  Needless to say, it was the beginning of a creative and stimulating collaboration that benefited both of us and the students in her classroom.  Our collaboration continued to grow throughout the years, and we had so much fun! (BTW-that’s not me in the photo.  All photos from Microsoft Clipart)

More hooks:

Looking for other entry points for collaboration?  Be sure to check out the Teacher Resource pages within Debbie Abilock’s fabulous NoodleTools website.  There are wonderful ideas and links to web tools and resources.  Every school needs to have this resource for information literacy.  Some of the material is gratis, but the advanced product is well worth the cost.

Resources:

NoodleTools Curriculum Collaboration Toolkit.  NoodleTools, 2007. Web. 25 Feb. 2013. <http://www.noodltools.com/debbie/abilock/collab/.>



					

		
		
	


				
					
	

		

						
Embedded Librarianship

			
						

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Are there hard and fast rules for establishing a culture of collaboration?  Well, not really.  Collaboration occurs on many levels, depending on circumstances and goals, but embedded librarianship takes collaboration in new and innovative directions.  Embedded librarians, like embedded journalists are on the front lines.  While embedded journalists report from first-hand experience, embedded librarians are directly involved in planning, supporting, and co-teaching within a variety of learning communities, not just the library.  Physical classrooms or other learning spaces, virtual classrooms or spaces, social media platforms, cloud computing, you name it, the creative embedded librarian knows no bounds!  Customization is the norm and relationships with co-teachers, other learning community members, and participants are prized.   Embedded librarians seek out opportunities to expand their services and expertise. They don’t wait to be asked!


Tips for getting started as an embedded librarian:


Sara Kelley-Mudie, Librarian/ Ed Tech Facilitator at the Forman School in Litchfield, CT presented at the Nebraska Educational Media Association Conference on October 17, 2012.  Take a look at her slideshare titled: Like a splinter or a journalist? Embedded School Librarianship.  She shares experiences about her path to active learning and teaching, and relates how an effective embedded librarian is both a thorn and a journalist, certainly an interesting metaphor.  Be sure to read the notes for each slide to catch the humor and the insights.


Looking for more models of embedded librarianship in schools and higher education?   I highly recommend, “Embedded Librarianship: Tools and Practices,” in Library Technology Reports (February/March 2012) edited by Buffy Hamilton. There are several case profiles that feature “boots on the ground” examples of librarians who have used Skype, Twitter, blogs, and Google applications to enhance learning through partnerships with teachers and community members.  In each case, the librarian demonstrates how technology tools enable integration of the content and process of learning for both educators and learners.   There are great ideas that serve as inspiration for all of us who desire to be “deep in the weeds.”


As we continue to think of our roles as information specialists, and how we can better serve the populations in our schools, think about how you might embed your special talents and knowledge in your own situation.  Are you embedded already, or how would you get started?  Share your ideas here!


References:


Hamilton, B. ed. (2012). Embedded Librarianship: Tools and Practices.  Library Technology Reports. 48: (2). http://www.alatechsource.org/taxonomy/term/106/embedded-librarianship-tools-and-practices (Accessed Jan. 28, 2013)    (Also available through  academic databases such as Academic Search Premier.)


Kelley-Mudie, S. October 17, 2012.  Like a splinter or a journalist? Embedded School Librarianship. [Slideshare] http://www.slideshare.net/formanlibrary/embedded-school-librarianship-nema (Accessed Jan. 28, 2013)


 


 


					

		
		
	


				
					
	

		

						
Muted Holiday Greetings

			
						

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For the past few months, our joint blog has highlighted the importance of collaboration for teacher librarians in schools.  Collaboration, defined in many ways and present in various manifestations, frames the TL role as an instructional partner with classroom teachers and other learning specialists to improve students’ learning.  We need to keep current with pedagogy and technology, so we can talk the talk and walk the walk.  Collaboration provides a path for leading from the middle, and sharing responsibilities for decision making and teaching.  All of this sounds very professional, antiseptic, and laden with educational jargon, at times.  At the true heart of collaboration are the personal relationships that are built on trust and respect, as we work together to create new learning opportunities for kids.  We want to make a difference together, not alone.  Collaboration leads to friendships, built on common interests, either about content or with concern for the struggles of individual students.  With new partners or continuing partners, we share the day to day joys and challenges of people who really care about kids and education.  We become a family, a community with deep bonds.    When I think about collaboration, I think about my teacher friends, and so when I heard the reports about the shooting in Connecticut, I despaired for the lost lives and the lost friendships, something of which I experienced first-hand several years ago.


I have been trying to wrap my mind around the compelling event at Sandy Hook.  How can we make sense of carnage in elementary classrooms where bright smiling faces of eager students are struck down in a blizzard of bullets?  Those of us who have experienced the joy of teaching and learning along with our students are shaken to see other teachers and administrators killed in the line of duty.  That phrase is usually heard about police officers, or fire or military personnel, but as educational community members we have to help kids be safe, and sometimes the reality is overwhelming.  How do we reassure our students and ourselves that the school is a safe haven from an often unstable world? How do we return to that sense of normalcy that helps everyone move forward once again?


When I heard of the unspeakable tragedy unfolding in Connecticut, I was immediately taken back to a day in August 2006. Teachers in my school district were spending a typical in-service day, in meetings and preparing classrooms for the new school year. There was excitement and anticipation in the air.  Stories were being shared about the summer, and ideas for new projects were being presented as reinvigorated teachers swapped ideas. Suddenly, the principal came over the intercom and told us to proceed to the cafeteria, we were being locked down. Then the bad news came crashing in, there had been a shooting at the other elementary school, a mile away. And it was devastating to our community.  A domestic dispute boiled over into the school and two of our colleagues, our friends, were shot, one fatally.  Who could imagine that? What would have happened if it had been a regular school day?  The next few weeks were a blur, a community reeling from pain and suffering, but coming together to share and support one another to get through one day at a time.  For the teachers, the concern was not just for our pain, but how to make our students feel safe, and to bring hopeful happiness back into the schools.


Concentrating on the kids, and helping each other as the days went by, eased the loss a bit, but that day changed us all forever. The point I would like to make here is that the connections forged in the classrooms and in the schools, between educators, administrators, parents and community members provide the glue that holds a community together in the good times and in the bad times, too.


Right now, the horrific situation in Sandy Hook has cast a somber shadow over the holiday season across the country.  That community will never be the same, but time and dedicated educators, parents, and community members will collaborate to find a path for the survivors to reclaim their schools, and rethink safety for all, so that students and teachers can get back to the business of learning-the best business of all!


Wishing you lots of quality family time in the next few weeks,


Judy


					

		
		
	


				
					
	

		

						
PLNs=Connections=Collaboration=Happy Teacher Librarians

			
						

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Once again, I am always amazed at coincidences that happen from day to day.  In the final module for the professional development course I am facilitating this semester at UVM, we are focusing on literacy leadership and advocacy.  Part of the required reading and discussion has centered on developing PLNs for professional practice.  For teacher librarians in the field, PLNs are critical for keeping current and for communication and collaboration, and they also provide opportunities for advocacy.


Personal Learning Networks are lifelines for staying connected in this wild Web 2.0 world.  Establishing a PLN enhances professional development, lifelong learning, and opportunities for collaboration, locally, nationally, and globally.  It’s especially important for those of us in the profession who are sole practitioners in a building, or even serving multiple schools in a whole district. A PLN has potential as a support system for anyone who wants to reach out and converse and collaborate with other folks who have similar interests and challenges, and may have different views to share.


Getting back to the coincidence I mentioned, as I was polishing off the module and preparing to post it to the Blackboard site, the mailman delivered the November/December 2012 issue of Knowledge Quest. To my very pleasant surprise, the theme for the issue was “Personal Learning Networks.”  I quickly added it as a resource for the module, and what a resource it is!


Not only does the print issue offer a range of articles that cover a variety of possible advantages of using PLNs in professional practice, but the links on the AASL website provide lots of other resources to explore.  If you are a member of AASL (another reason to join), you have access to the print and online editions of the publication, support materials, webinars, and social networking sites.  If you don’t belong, you can still have access to many of the resources online.


To get started here are some recommended highlights from the Knowledge Quest website: http://www.ala.org/aasl/aaslpubsandjournals/knowledgequest/archive/v41no2


    

  • Table of Contents: Check out the awesome articles in the print edition. There is a direct link for AASL members for the online edition, or if you have access to online databases through your school or public library, you can find KQ articles indexed in several of them.  They are a gold mine.
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  • KQ Webinar-coming soon: “Making the Most of Professional Learning Communities” Tuesday December 12, 2012 at 7:00 PM EST.
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  • 30 Second Thought Leadership: Jennifer LaGarde and Liza Perez. “What makes personal learning networks critical for professional development?”
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And coincidentally, if you have not jumped in and set up a site for curating your favorite websites, blogs, nings, twitter and rss feeds, and so on, as Jennifer LaGarde says, “What are you waiting for?”


 


Resources:


“Personal Learning Networks”, American Library Association, November 14, 2012. http://www.ala.org/aasl/aaslpubsandjournals/knowledgequest/archive/v41no2 (Accessed November 25, 2012)


“30 Second Thought Leadership”, American Library Association, February 21, 2012. http://www.ala.org/aasl/aaslpubsandjournals/knowledgequest/aboutkq/30second (Accessed November 25, 2012)