#SLM18 Making Community Connections

This week, School Library Month (#SLM18) activities focus on outreach with the community.  To my way of thinking, there are two communities to which effective school librarians are accountable – the community of the school and the community outside the walls of the school. The imperative to make connections in both can be the same.

When I think of the word “community,” I immediately think of the teaching of a thoughtful, influential library leader, R. David Lankes. Currently, the Director of the School of Library and Information Science, and Associate Dean, College of Information and Communications, two of his books are my go-to sources for inspiration and guidance in all things “community.”

Like Lankes, I believe “the greatest asset any library has is a librarian” (2011, 29). But librarians isolated in a library with the “stuff” and siloed away from the needs of the community cannot reach their capacity to lead. For school librarians, Lankes argues that “it is time for a new librarianship, one centered on learning and knowledge, not on books and materials, where the community is the collection, and we spend much more time in connection development instead of collection development” (2011, 9). Connection development requires leadership.

What does it mean to lead? Leadership is about influencing others. It’s about making changes in the world – small and larger – that help other people better their lives. In order to lead, school librarians must be “embedded” in the community. They must serve on essential school-based committees and in community-based organizations. When we serve, we build relationships, the essential foundation for making change—together.

According to Lankes, knowledge is created through conversations, which involve both listening and speaking. When we listen to the dreams and goals of our school-based colleagues and people in the wider community, we learn how we can help them achieve their potential. When we help others, they will reciprocate.

Through this daily practice of service, school librarians develop advocates for their programs and for their positions, which are actually one and the same. “Librarians do their job not because they are servants or because they are building a product to be consumed by the community, but ultimately to make the community better. Community members don’t support the library because they are satisfied customers, but because the library is part of who they are” (2012, 37). When the community advocates for the library, they do so because they have experienced the benefits for themselves. It’s in their self-interest.

“The difference between a good and great comes down to this: a library that seeks to serve the community is good, and a library that seeks to inspire your community to be better every day is great. You can love a good library, but you need a great library” (Lankes 2012, 111).


“…To facilitate is not to sit back and wait to be asked… no one ever changed the world waiting to be asked. No, you (the community members) should expect the facilitation of librarians and libraries to be proactive, collaborative, and transformational (bold added). Libraries and librarians facilitate knowledge creation, working to make you and your community smarter” (2012, 42-43).

For me, Lankes’ work is a call to action. Rather than simply serving our communities in a passive way, effective school librarians spread their influence into every nook and cranny of the school. They use their knowledge, expertise, and access to information resources to be proactive in helping every student, classroom teacher, specialist, administrator, and parent achieve their goals.

They form partnerships and collaborate with others in the school and in the larger community to improve the lives of everyone. Through the lens of “community as collection,” school librarians are positioned to act with purpose and passion to transform their communities.

During SLM, school librarians showcase the learning activities that can happen because of the work of an effective school librarian and a collaborative library program. Can we do more? I think so.  Let #SLM18 be a call to action. Our communities should expect more from us and we should step up our literacy leadership and go forward within our school communities and with our larger communities to create futures that benefit all.

Works Cited
Lankes, R. David. 2011. The Atlas of New Librarianship. Cambridge, MA: MIT Press, 2011.

_____. 2012. Expect More: Demanding Better Libraries for Today’s Complex World. CreateSpace Independent Publishing Platform.

Image Credits
Collage created with PowerPoint.

Image Remix: Thurston, Baratunde. 2008. “I Am A Community Organizer.” Flickr.com.  https://www.flickr.com/photos/baratunde/2837373493/

Empowered Citizenship

From my reading of the news, activism among young people is on the rise. The tragedy of school shootings has activated young people, educators, families, and citizens in powerful ways. School librarians and other educators can apply what we have learned from our own advocacy efforts and activist experiences to help youth exercise empowered citizenship.

Last fall, I read You’re More Powerful than You Think: A Citizen’s Guide to Making Change Happen by Eric Liu. The author is the founder and CEO of Citizens University, an organization based in Seattle, Washington that promotes effective citizenship. Liu says he wrote this book for underdogs and challengers. “It’s for people who want to be change agents, not defenders of the status-quo” (Liu 2017, 11).

It takes courage to act on what you believe in, especially when there are powerful institutions and traditional structures in place that your beliefs will disrupt. The ideas in this book are important for anyone—younger or older—who is working to make positive change happen in society.

These are a few of my takeaways from this book and some ways that school librarians across the country are advocating for school libraries staffed by professional librarians and effective school library programs that can serve the needs of empowered students, educators, and families.

“Movements that truly change a society will cohere only when intuitive and uncoordinated activity becomes intentional and well-coordinated” (Liu 2017, 113). The call to intentional, well-coordinated action is a foundation of any successful change process. This can be said of effective instructional planning and professional learning as well as of social movements and advocacy efforts.

In his book, Eric Liu notes three opportunities for people to demonstrate they are more powerful than they (or others) think they are. Reading more about these three strategies is well worth the time.

1. Power creates monopolies, and is winner-take-all. You must change the game.
2. Power creates a story of why it’s legitimate. You much change the story.
3. Power is assumed to be finite and zero-sum. You must change the equation (71).

One way the Lilead Fellows have been thinking about their school library services action plans and advocacy activities is by crafting 27-9-3 messages (27 words, spoken in 9 seconds, with three points – see 01/01/18 blog post). John Chrastka from EveryLibrary.org and collaboration among the Fellows have been instrumental in honing messages to make them more effective for their intended audience(s). These messages are about changing the “game” and the “story.” They are about building relationships in order to share power for the benefit of students.

“To be sure, the citizen’s view of power is not selfless. It is often quite selfish. But whereas self-help and self-advancement focus on the individual, often in isolation, citizen power is about identity and action in the collective: how we make change happen together” (Liu 2017, 11).

These are two examples of how school librarians are working to maintain and improve effective school library services.

News from Washington State – Contributed by Dr. Christie Kaaland, Core Faculty, Antioch University
In response to a teacher shortage, the state’s educational standards board made a rapid unilateral decision to eliminate all coursework requirements to becoming a teacher librarian (along with 25 other content areas) in Washington state. Teacher librarian advocates rose to the cause and aggressively contacted standards board members.  The board was flooded with emails, phone calls, and on-site testimonials resulting in an overturn of this reduced standards’ decision by the board.  This advocacy work happened swiftly, professionally, and timely and resulted in retaining the coursework requirements for all of the 26 content-area certification standards.

News from Michigan – Contributed by Kathy Lester, School Librarian/Technology Integrationist and MAME Past President
On February 8, 2018, the Michigan Department of Education (MDE) published a memo that was sent out to all school districts. In essence, it said that if the person in the school library is doing x, y, z (a list of things from the Michigan certification preparation standards based on certification laws), districts need to have a certified school librarian in place or the district may be financially penalized by losing a small portion of their per pupil funding.

MDE’s intention was to work with districts to grow staff (by earning certification) and provide temporary permits.  However, because only 8% of Michigan schools have full-time certified librarians (and 18% have part-time certified librarians), there was a huge push back from superintendents (and legislators) especially from rural districts in Michigan’s upper peninsula.

As a result, MDE re-wrote the guidance without the Michigan Association of Media Educators’ (MAME) knowledge. Unfortunately, it basically says “anything goes” in school libraries including having paraprofessionals run the library. This “clarification” went out on February 15th.

MAME feels the sting of this setback in an advocacy effort they have been working on since 2013. Still, they are not giving up. They are reorganizing their efforts and rethinking their next moves. As Kathy notes, advocates must keep the five Ps in mind: – present, polite, prepared, positive and persistent.

School librarians can be leaders in modeling effective citizenship and collective action. We can be transparent in our activities and show students, our classroom teacher colleagues, and administrators that it takes organization and persistence. We must also show that the road to change will have its ups and downs but setbacks cannot stop us if we collaborate with a cadre of committed activists and remain true to our moral compass.

Our numbers and our ideals can be sources of power as we seek to ensure empowered learning and teaching through school libraries.

Side note: We can start with being active in our national association and vote! Ballots are available and voting starts today through April 4th. Please consider #Judi4AASL

Work Cited
Liu, Eric. 2017. You’re More Powerful than You Think: A Citizen’s Guide to Making Change. New York: Public Affairs.

Image Credit: Remixed by Judi Moreillon from Thurston, Baratunde. 2008. “I Am A Community Organizer.” Flickr.com. https://www.flickr.com/photos/baratunde/2837373493

 

 

2018 Resolution Message

In December, Carl Harvey, Topic Center Editor for School Library Connection (SLC), asked SLC Advisory Board members and SLC authors to share our “2018 resolutions for school libraries.” In response to Carl’s request, I decided to use my “WHY” (Sinek 2009, 2017), the 27-9-3 messaging strategy, and Angela Duckworth’s definition of “grit” to craft a 2018 resolution for my role in and contribution to the school library profession.

My WHY
At the Lilead Project meeting held just before the AASL Conference, I worked with Elissa Moritz to further refine my “WHY.” (See my previous posts about Simon Sinek’s work.) After sharing five professional stories with Elissa, she helped me clarify my purpose as it relates to my professional work. This is a revision of what we crafted together:

My purpose is to use my school librarianship experience, knowledge, skills, and service to share my passion and sense of urgency for the joy and power of school librarians to maximize teaching and learning in their schools through building partnerships.

Yes, it’s a bit wordy but it covers all the bases… It also implies several of my strengths from the Gallup StrengthsFinder activity we engaged in to prepare for the Lilead meeting. For me, it summarizes more than twenty-five years of commitment to our profession.

My 27-9-3 Message
At the Lilead Summer Institute in Norfolk, Virginia, last June, John Chrastka from EveryLibrary.org reminded us of or taught us a messaging strategy called “27-9-3.” This is a way to hone your message to twenty-seven words that can be spoken in 9 seconds—a message that includes just three main points.

You can read about this strategy on an advocacy planning site called Power Prism: Developing Your Persuasive Message: “The 27-9-3 Rule.”  (This page includes a downloadable graphic organizer.) Patrick Sweeny also has an article on it on the DEMCO Ideas and Inspiration Blog: “Library Advocacy, Part 2: Creating an Effective Message.”

This is my 27-9-3 message to school librarians.

Empowered school librarians:
1. maximize the impact of their teaching, expertise, and library resources;
2. by building connections, partnerships, and capacity;
3. on their joyful leadership journey.

Grit
For those of us who are familiar with Carol Dweck’s “growth mindset,” Angela Duckworth’s work with the concept of “grit” may be an additional way to view learning, teaching, and success. Dr. Duckworth’s research grew out of a reoccurring theme in her own upbringing. Her father was known to tell young Angela and her siblings: “You know, you’re no genius!” (Duckworth 2016, xiii).

Although “no genius” in her father’s eyes, it was Dr. Duckworth’s great honor to be awarded a 2013 MacArthur “Genius Grant” Fellowship. Her research centered on the relationships among talent, grit (the combination of interest/passion/purpose and perseverance), and success. In her study, Dr. Duckworth learned that highly successful people “were unusually resilient and hardworking” and they had determination and direction (Duckworth 2016, 8). You can access her “grit scale” on the Web site.


2018 Resolution

Combining my “WHY,” my 27-9-3 message, and my take on “grit,” I shared this resolution for my work with and for school libraries in 2018:

In 2018, I resolve to marshal a sense of urgency to support empowered school librarians and strengthen school librarianship by growing and sharing my passion, experience, knowledge, skills, and service to maximize our leadership and help our profession reach its capacity to transform teaching and learning in our schools.

Thank you for asking, Carl.

Thank you especially to the Lilead Project and Fellows and John Chrastka for supporting my professional learning in 2017. I am looking forward to continuing our learning journey in 2018.

Wishing all the best to the school librarians across the country and around the world who are doing critical work with administrators, classroom teachers, students, and families every day…

I invite you to share your #schoollibrarianleadership resolution in the comments below.

All the best in 2018,
Judi

References
Duckworth, Angela. 2016. Grit: The Power of Passion and Perseverance. New York: Scribner.

Sinek, Simon. 2009. Start with Why: How Great Leaders Inspire Everyone to Take Action. New York: Penguin, 2009.

Sinek, Simon, David Mead, and Peter Docker. 2017. Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team. New York: Penguin.

Image Credit: Wordle.net

Everybody Is On Commission

Those of us involved in the Lilead Project enjoyed one full and two half days of learning and networking before attending the AASL Beyond the Horizon Conference. Being face to face with the Westcoast Fellows, Claudia Mason, Debi Shultz, Janet Wile, Jenny Takeda, and Trish Henry is always a pleasure. I have learned so much with and from them, and we are less than half-way through our Lilead journey!

I have also been fortunate to work closely with other Cohort 2 Lilead Fellows. Last week, I had the opportunity to contribute a post about the Lilead Project on the Texas Association of School Librarians TxASL Talks blog: “Lilead Fellows Program Holds Potential to Positively Influence Texas School Librarianship.” Go Texas Lilead Fellows!

During our time together in Phoenix, the Lilead Project members shared the results of our Strengths-Finder Inventory (Rath 2008) and further explored our “WHYs” (Sinek, Mead, and Docker 2017). We also learned with and from a panel of school administrators and from Sean Lockwood, Senior Vice President of Sales at Junior Library Guild (@JrLibraryGuild).

I was delighted that John Chrastka (@MrChrastka) and I shared a special affinity for one of our strengths: “maximizer.” We had the opportunity to talk about how that strength has played out in our professional lives thus far. When I first got the results of my Strengths-Finder, I was happy to see “maximize” in my top five. All four of my ALA Editions professional books have “maximizing” in the title, including my forthcoming Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy.

I also had the pleasure of sharing five professional life stories with Lilead Fellow Elissa Moritz (@ElissaMoritz), Library Media Services Supervisor, Loudoun County, Virginia. Together, we searched for themes in each other’s stories and further supported each other in refining our “whys.” (See my Find Your Why blog post.) I tweeted during the administrator panel so I have already published my takeaways from their presentation.

Since the Lilead meeting, I have thought a great deal about Sean Lockwood’s sales presentation. He started his talk with this comment:

“Everybody is on commission. Everybody is either buying or selling.”

He offered five steps to sales success:
1. Correctly identifying your customer.
2. Understanding your customer’s view.
3. Aligning your value proposition.
4. Following a pre-determined process.
5. Delivering more than you promise.

The value proposition was a new concept for me. Sean showed us and explained a matrix that identified a series of values and aligned them with the customer’s issues, the advantages the new product offers the customer, and the significance of the outcome from the customer’s perspective. I have been pondering “sales success” in terms of my forthcoming book. Rather than selling a “product” per say, I am definitely putting forth a strategy for school librarian leadership. I am not yet ready to complete the value proposition document in terms of my book, but I am thinking (hard) on it!

I am also thinking about the connections between what we traditionally refer to as advocacy and sales. Hmmmmm….

Besides that piece, I resonated with the final step: Delivering more than you promise. Promising less and delivering more sounds like a trust and confidence-building proposition that could be applied with good results in any area of our lives.

Thank you to the Lilead Project Team, all of the Fellows, and our special guests for making my/our Lilead learning impactful.

Works Cited

Rath, Tom. 2008. Strengths-based Leadership: Great Leaders, Teams, and Why People Follow. New York: Gallup.

Sinek, Simon, David Mead, and Peter Docker. 2017. Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team. New York: Penguin.

Image Credit: Logo created by Robin Ellis for Judi Moreillon’s Use

Influence and Pre-Suasion by Robert Cialdini

While authoring my forthcoming book Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy, I have read many professional books. This is the eleventh and twelfth in a series of professional book reviews–possible titles for your professional reading. The reviews are in no particular order.

Thanks to John Chrastka from EveryLibrary.org, I learned at the Lilead Project Summer Institute about the idea of expressing one’s “cause” in 27 words with 3 messages deliverable in 9 seconds. I have since been writing and revising the encapsulation of my forthcoming book in terms of 27-3-9. This is my latest version (minus the words in parentheses):

School librarians who build connections transform schools. Instructional partners (school librarians and classroom teachers) practice reciprocal mentorship when they connect inquiry and reading-writing across the disciplines with deeper and digital future-ready learning.

Many (if not most) school librarians and their advocates will need to influence the behaviors of others in order to enact these three messages (transforming through connecting, practicing reciprocal mentorship, and coteaching future-ready learning). Those “others” could be administrators, other educators, school board members and other educational decision-makers, families, and more. For this reason, Robert Cialdini’s books are invaluable to effective future-ready school librarians.

I first learned about Cialdini’s work in 2015 when I participated in the Canadian Library Association and the University of Toronto iSchool’s MOOC (Massively Open Online Course) entitled “Library Advocacy Unshushed: Values, Evidence, Action.” Throughout the six-week course, the presenters and guest speakers made multiple references to Cialdini’s book Influence: Science and Practice. While writing my forthcoming book, I reread it.

Cialdini, a social psychologist, suggests six “universal principles of influence.” Schools librarians can use these principles to achieve their goals.
1. Reciprocity – People tend to return a favor.
2. Consistency – If people commit to an idea or goal, they are more likely to follow through.
3. Consensus – People will do what other people are doing.
4. Liking – People are easily persuaded by other people whom they like.
5. Authority – People will tend to obey authority figures and experts.
6. Scarcity – Perceived scarcity fuels demand (2009).

School librarian leaders can apply these principles to enlist advocates within and beyond the school or library. Advocates can apply these principles as they speak up and out for future-ready school or library program initiatives.

Cialdini’s most recent book Pre-Suasion: A Revolutionary Way to Influence and Persuade (2016) focuses on what to do BEFORE you pitch your project plan or change initiative. I found the research and examples in this book fascinating.

Readers could think of Cialdini’s overarching concept as “foaming the runway.” He writes, “What we present first changes the way people experience what we present to them next” (2016, 4).

Before pitching a new idea, plan, or program, do your homework. Carefully select your “openers.” Be sure you know what is important to your audience. Build on connections and personalize your appeal. Tell a story, preferably a mystery that will keep them on the edge of their seats. Use metaphors. Make your appeal easily understood.

The “privileged moment” was my big take-away from this book. It is the time when the presenter has prepared the listener to receive a new idea. This snippet of an example, which I have adapted for a school environment, is one that is easy to remembered.

If you are asking for funds for a technology initiative, begin by saying, “I know we don’t have a million dollars for this project. I would be crazy to ask for that much but this is what we can do with just a fraction of that amount.” Proceed with the benefits to students, educators, families, and community of this new initiative. Tell a story; provide some data. Then close the presentation with: “Together, we can achieve all of these benefits and we’ll need only $75,000 to do it well.”

Cialdini’s ideas help readers make the most of the “privileged moment.” That moment is when the influencer creates a context in which the listener is receptive to hearing the message and acting upon it.

I recommend both of these books for those who are preparing to launch advocacy campaigns and are leading change in their schools, districts, states, or nation.

Works Cited

Cialdini, Robert B. Influence: The Psychology of Persuasion. 5th ed. Boston: Pearson, 2009.

Cialdini, Robert. Pre-Suasion: A Revolutionary Way to Influence and Persuade. New York: Simon & Schuster, 2016.

Educators Chat about Making Notes

Dedication: To the Moderators and Participants in #txlchat and #cvtechtalk

As a now “retired” educator and an advocate, I made a pledge to myself to spread the word about the expertise of school librarians in non-school library circles. I believe that school librarians’ potential to positively impact student learning outcomes has not yet been fully realized. Sharing and showing how school librarians can lead through building instructional partnerships with classroom teachers has long been my raison d’être.

Last week, I stumbled upon the #cvtechtalk. Coincidentally, they were talking about “notetaking” – one of my all-time favorite topics. I share this experience here because one of the on-going issues in school librarianship advocacy is that other educators do not know what we can do to support their teaching and help their students learn effective information literacy strategies.

Even though I arrived when participants were on question #4 of their 8-question chat, I jumped in:

CactusWoman: A.4 Let’s call it “notemaking” rather than “taking.” “Making” implies Ss questions/connections/own ideas count! #cvtechtalk just dropped in

I got some likes, retweets, and replies and decided to stay. (This is my personal measure of whether or not a chat group is “listening” and learning from one another or simply broadcasting. See the dedication below.)

I followed up with:
CactusWoman: A4 #FutureReadyLibs #schoollibrarians r trained in notemaking skills > Classroom-library collaboration 2 teach essential skill #cvtechtalk

Then a reply/question about students using Twitter for notemaking:
CactusWoman: A5 Yes! @_____ I 2 use Twitter 4 notemaking when involved w/webinars/conference presentations, etc. have not tried w/6-12 Ss #cvtechtalk

(Note that should have been *w/8-12 Ss* – Twitter “suggests” participants should be 13 and up.)

Then:
CactusWoman: A6 When Ss compare notes they may c that one person’s “main ideas” do not match the others’ > convers abt determining importance #cvtechtalk

Since this was a “tech” group, they shared many electronic tools for notemaking. When one person noted she had read somewhere that hand-written notes were more effective, I shared a research-based article about the possible differences between handwritten and electronic notes in terms of student learning.

CactusWoman: A6 My concern copy/paste/highlight does not = learning: Article about notemaking by hand vs computer: http://www.npr.org/2016/04/17/474525392/attention-students-put-your-laptops-away … #cvtechtalk

According to my Paper.li report, the article was accessed (read?) by several #cvtechtalk chat participants. (Like all librarians, I enjoy sharing research/knowledge that can make a difference in educators’ practice and in students’ learning/people’s lives.)

CactusWoman: A.7 Creativity bcomes more important w/what Ss DO w/notes: What do notes mean 2 Ss? Does info inspire creative response/action? #cvtechtalk

The final question was perfect and one that I believe all Twitter chat groups should adopt. “Based on tonight’s talk, how will you empower students in note-taking?” (or whatever the topic).

CactusWoman: A.8 Encourage Ts #schoollibrarians collaborate 2 teach Ss notemaking strategies (reading comp) & create/do something meaningful #cvtechtalk

One person posted this:
A8 Will start #notemaking w/ Ss asap! Can’t handle guilt after these great ideas! Will intro #Sketchnoting & bulleting key ideas #cvtechtalk https://twitter.com/techcoachjuarez/status/862500760981983232 …

Cha-ching!

CactusWoman: Gr8t ideas on notemaking 2nite 5/10 when I dropped in on #cvtechtalk #FutureReadyLibs #txlchat #tlchat >opportunities 4 classroom-lib collab

It was interesting to me that many educators noted they would NOT model notemaking strategies for students and were “anti-direct instruction” for this skill.

As someone who connects notemaking with the reading comprehension strategy of determining main ideas, I believe that is a mistake. In my experience, if students are not taught several strategies from which they can choose or use as models to develop their own strategies, they will opt for copying/highlighting everything. They will not pass the information through their own background knowledge and purpose for reading and make their own connections, write down their questions, and their own ideas related to what they are reading. (Notemaking strategies include Cornell notes, deletion-substitution, trash ‘n treasure, and more…)

I created a Storify archive of the chat’s final question for my review and for yours if you are interested.

I know I will drop in on #cvtechtalk again when I can on Wednesday evenings at 7:00 p.m. Pacific (?). They are an active, caring, and sharing group of educators. I appreciate what I learned from listening and participating in their chat.

If you are a school librarian who is participating in non-school librarian chats, I hope you will add a comment to this post. Readers may appreciate knowing what you perceive as the benefits or drawbacks of those professional learning experiences.

Dedication: This post is “dedicated” to #txlchat. This chat’s home base is in Texas, but more and more school librarians from across the country are joining in. In 2014-2015, I had the opportunity to conduct a research study of #txlchat. Thanks to #txlchat moderators and participants, I was welcomed into their learning space and learned about the norms and benefits of their chat culture. I continue to connect and learn with #txlchat whenever I can get online on Tuesdays at 8:00 p.m. Central. Y’all are invited, too!

#AASL 65th Anniversary

Last year, the American Association of School Librarians launched their 65th Anniversary Giving Campaign: “It’s in Our Hands: Celebrate the Past, Transform the Future.”

There are soooo many reasons to belong to the only national association dedicated to school librarians. There are also many reasons to participate as an active member who volunteers for committee service. Additionally, at this time in the history of our organization, there are reasons to accept the invitation to support the 65th anniversary giving campaign.

In their chapter entitled “Leadership and Your Professional School Library Association,” Connie Williams and Blanche Woolls offer nine reasons for joining professional organizations:

  1. Networking locally that begins with fellow librarians;
  2. Networking state-wide opens the door to leadership opportunities;
  3. Networking nationally allows opportunities to meet others from far afield;
  4. Improving your communication skills on an online listserv or other online communications group;
  5. Develops a greater number of professional friendships and a collegiality that builds year after year.
  6. Become a more active member by serving on a committee;
  7. Attend conferences to hear outstanding speakers and attend exciting and uplifting sessions and workshops;
  8. Provide a dais for members to tell smaller groups the good things that are going on in their schools and school libraries;
  9. Lobbying for school libraries to local, state, and national government officials (157-158).

All of these reasons may be important for individual school librarians at various points in their careers. At this time of year when school librarians and their advocates are often called into action, the importance of improving one’s communication skills cannot be undervalued. As Hilda Weisburg notes: “One of the unexpected benefits of serving at the state, and even more so on the national level, is what occurs to your vocabulary. You develop a fluency in talking about the value of school librarians and what a strong school library program brings to students, teachers, and the educational community as a whole” (143).

Our advocacy not only requires an articulate voice but collaboration with other library stakeholders as well. Elaborating on Forbes blogger Joe Folkman’s The Six Secrets of Successfully Assertive Leaders, Susan D. Ballard and Blanche Woolls wrote this in their recent Knowledge Quest Blog post Leadership–Assert Yourself! “Look for opportunities to collaborate as that is yet another area in which all school librarians need to step up their game in order to extend their participation in and influence on teaching and learning.”

As a donor to AASL’s 65th Anniversary Campaign, I was invited to give a testimonial.

“AASL has given me a ‘home’ for my passions: learning, literacy, literature, and libraries. I have never hesitated to re-up my membership—even when times were lean. AASL’s professional development opportunities have been worth every dime and every minute I have invested. Through participation, I experienced the benefits of membership. I have made lifelong friends. I have found guidance and support for leading through the library programs in the school communities I served. Along with fellow AASL members who understood my library life, I was able to develop as an educator. Together, we gave back to the Association. Happy 65th Anniversary, AASL! Thank you for being there for me, the librarians who came before me, and those who will follow.”

School Library Month is an optimum time to consider the importance of membership and participation in our national association. Link to the AASL 65th Anniversary page and make a donation to support AASL.

And proudly wear your AASL 65th Anniversary pin and Twibbon.

Works Cited

Ballard, Susan D., and Blanche Woolls. “Leadership — Assert Yourself!” Knowledge Quest Blog. 18 Apr. 2017, http://knowledgequest.aasl.org/leadership-assert-yourself/.

Weisburg, Hilda K. Leading for School Librarians: There Is No Other Option. Chicago: ALA Editions, 2017.

Williams, Connie, and Blanche Woolls. “Leadership and Your Professional School Library Association.” The Many Faces of School Library Leadership, 2nd ed., edited by Sharon Coatney and Violet H. Harada, Libraries Unlimited, 2017, pp. 157-169.

Image Credit: Twibbon provided by AASL

#AASL Social Media Superstars

As part of School Library Month, the American Association of School Librarians sponsored a “Social Media Superstars Recognition Program.” The goal of the inaugural program was to acknowledge “the role social media plays in school library promotion” and to recognize “school library professionals who enrich the profession and its work on behalf of students by sharing information, expertise, ideas, encouragement, dialog and inspiration widely via a variety of social media channels” (Habley).

The Social Media Recognition Task Force announced three finalists in seven categories:

1. Sensational Student Voice
2. Advocacy Ambassador
3. Tech Troubadour
4. Program Pioneer
5. Curriculum Champion
6. Leadership Luminary
7. Social Justice Defender

The Task Force will review the comments made in support of the finalists and announce the overall Superstar in each category on Thursday, April 27th at 6:00 p.m. Central.

I was honored to be nominated in the Leadership Luminary category along with Jonathan Werner and Joyce Valenza.

I have followed Jonathan on Twitter for several years. He frequently shares his involvement with the International Society for Technology in Education (ISTE). In addition to the outstanding teaching and learning in his own school library, Jonathan fills me in on the activities of an organization to which I do not belong. It is vital for our profession to be well represented in highly influential technology and education organizations like ISTE. I especially appreciate Jonathan’s commitment to making sure school librarians are at the table when educational technology is being discussed and exemplary practices are being shared.

There is no doubt in my mind that Joyce deserves the Superstar designation in this category. For over a decade, Joyce’s Neverending Search blog has been a go-to source for so many (everyone?) in the school librarian profession. Joyce generously shares her thinking about issues and practices related to teaching and learning in school libraries. She also writes for a wide audience about her own learning and application of technology tools and digital resources. Joyce’s influence extends far beyond the school librarian community. Her expertise is recognized nationally and internationally. Her blog’s placement on the School Library Journal site ensures her expansive reach. For many school administrators, educational leaders and decision-makers “Joyce Valenza” is synonymous with “extraordinary school librarian.” Joyce shines a positively luminous light on our profession. She is most deserving of this recognition.

As a “Leadership Luminary” nominee, it was informative to me that by far this category received the fewest comments. I believe that members of the profession who commented understood the specificity of the other six categories. Perhaps it was more straight-forward for them to note how finalists in other categories influenced their practice. I suspect that for many the “Leadership Luminary” category lacked that clarity.

To my way of thinking, all of the Social Media Superstars finalists are leaders. In fact, there are many, many additional school librarian leaders who use social media to “enrich the profession and its work on behalf of students by sharing information, expertise, ideas, encouragement, dialog and inspiration widely via a variety of social media channels” (Habley).

As the subtitle of Hilda Weisburg’s Leading for Librarians book proclaims: “There is no other option!”

Through their work, which they promote via social media, these social media superstars have positively influenced their colleagues’ practice of school librarianship. They have promoted our profession and educated others on the essential work that school librarians do every day.

In his 2009 Ted Talk, Simon Sinek said this: “We follow those who lead not for them but for ourselves.”

This recognition program has helped me identify school librarians whose work was not as well known to me as it should have been. I look forward to following and continuing to learn from all of the finalists.

Thank you for your passion and dynamic contributions that promote our profession and help us all grow more knowledgeable and become more recognized for our vital work.

Works Cited

Habley, Jen. “AASL Social Media Superstar Finalists Announced!” Knowledge Quest, American Association of School Librarians, 22 Mar. 2017, knowledgequest.aasl.org/superstar-finalists/. Accessed 17 Apr. 2017.

Sinek, Simon. “How Great Leaders Inspire Action.” Ted Talk. Ted.com. Sept. 2009, https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action?utm_source=tedcomshare&utm_medium=referral&utm_campaign=tedspread Accessed 1 Apr. 2017.

Weisburg, Hilda K. Leading for School Librarians: There Is No Other Option. Chicago: ALA Editions, 2017.

Image Credit: Super Librarian by Becca
Used with permission (and with apologies to the men who serve admirably in our profession)

P.S. If AASL and the Social Media Recognition Task Force are seeking feedback on this inaugural program, I would ask them to consider that all of the Superstars in the other six categories are leaders and that the “Leadership Luminary” category may not be necessary in the next round.

Empowerment and Transformation

This week April 9th through 15th is National Library Week. This year’s theme is “Libraries Transform.”  It is fitting that this public awareness week is embedded in School Library Month (April). The SLM#17 theme is: “Because school libraries empower students.”

There is a strong relationship between these two themes: empowerment and transformation.

Empowerment
What does empowerment mean? This is the second definition offered by Google in a quick search: “the process of becoming stronger and more confident, especially in controlling one’s life and claiming one’s rights.”

How then do school librarians empower students? School librarians empower students by helping them become engaged, effective and critical readers, avid inquirers, and motivated knowledge creators. Empowered students develop agency and become self-directed learners; they are prepared for lifelong learning.

In my experience, the way school librarians empower student learning is through classroom-library coplanning, coteaching, and coassessing outcomes. When school librarians bring their expertise to the collaboration table, they influence the curriculum, instructional strategies, and resources, including technology tools, available to students.

Through reciprocal mentorship with classroom teachers, school librarians influence other educators’ teaching, even when they are not coteaching with the librarian. They impact the learning of all students in their schools. This is the way empowered school librarian leaders best serve empowered students and colleagues.

In her chapter on staying visible and vital in Leading for School Librarians, Hilda K. Weisburg offers key ideas related to empowerment. I have selected a few of them here:

• When you empower someone, you help them feel more confident and sure of their abilities.
• Leaders need to empower their stakeholders.
• Through your teaching, readers’ advisory, and one-on-one help, you empower students.
• You empower teachers by helping them with technology and current educational practices.
• Keeping administrators aware of tech resources being integrated into instruction, and showcasing the work of teachers whose classes have used the library, empower administrator (134).

Transformation
What does transform used as a verb mean? Google says it means: “make a thorough or dramatic change in the form, appearance, or character of.” In my experience, libraries lead by progressive librarians can transform entire communities. Through community-based librarianship, school, public, academic, and special libraries enter into partnerships to help people achieve their goals.

As David Lankes writes in his book Expect More: Demanding Better Libraries for Today’s Complex World: “The mission of the library is to improve society through facilitating knowledge creation in the community” (33). He goes on to discuss the importance of the word “improve,” which along with “facilitate” implies proactive, collaborative, and transformational action (42-43).

Libraries led by progressive librarians collaborate to transform their communities.

Empowerment and Transformation
In the age of innovation, empowered educators and administrators have the potential to transform the school learning environment and the quality of students’ learning experiences. They also collaborate with a goal of transforming educators’ instructional practices. Through transformed practices, educators and administrators can cofacilitate learning opportunities that are authentic, relevant, and meaningful to students.

School librarians can serve as leaders who help develop the culture of collaboration in which empowerment and transformation can thrive.  It is no accident that the title of American Association of School Librarians’ guidelines for school library programs is entitled Empowering Learners

Empowered students, school librarians, and other educators can transform learning and teaching. That’s what I am celebrating this month.

Side note: On Tuesday, April 11th, the #txlchat topic is school library advocacy.  James Allen, Suzanne Dix, Sara Kelly Johns, and Jane Lofton will be guests. The chat is held on Twitter at 8:00 p.m. Central time.

Works Cited

Lankes, R. David. Expect More: Demanding Better Libraries for Today’s Complex World. CreateSpace Independent Publishing Platform. 2012.

Weisburg, Hilda K. Leading for School Librarians: There Is No Other Option. Chicago: ALA Editions, 2017.

Image credit: Remix image from Thurston, Baratunde. “I Am A Community Organizer,” 7 Sept. 2008, Flickr.com, https://www.flickr.com/photos/baratunde/2837373493

Unleash Your Passion for School Library Programs

April is School Library Month. This is a time of year when school librarians across the country spotlight the transformational learning and teaching that is happening through school library programs.

School librarians who continually improve their expertise and collaborative skills build effective school library programs. Their exemplary programs are the foundation they need for advocacy. In her chapter entitled “Becoming an Expert Teacher,” Hilda Weisburg writes this: “Many librarians have struggled with getting teachers to work with them but you (school librarian) will never be regarded as a leader if you work alone in the library” (47).

From my personal experience, students’ learning experiences can be especially empowered when they are cotaught in collaboration with classroom teachers and specialists. When educators coteach, they learn from one another and provide more feedback to students, more timely interventions, and support student success. In all ways, two heads and four hands are better than one! (And working with a trio—or more—of educators increases student support exponentially.)

In support of preservice school librarians’ understanding of and commitment to the power of classroom-library coteaching, I curated a collection of video testimonials of classroom teachers and specialists talking about their positive experiences collaborating or coteaching with their school librarian.

Along with Teresa Starrett, preservice principal educator colleague at Texas Woman’s University, I crowdsourced a video of principal testimonials about the essential work of their exemplary school librarians: “Principals Know: School Librarians Are the Heart of the School.”

While it is ideal for students, classroom teachers, principals, parents, and other library stakeholders to advocate for school librarians and school library programs, it behooves school librarians themselves to unleash their passion for the difference their work and the resources and environment of the school library make in empowering students’ learning and teachers’ teaching.

At the invitation of Jennifer LaGarde, school librarians from across the country are providing testimonials about their understanding of future-ready school librarianship. Reedy High School (Frisco, Texas) librarian Nancy Jo Lambert submitted a video response to the question: “What is a future ready librarian?” I believe that Nancy Jo’s response is brilliant because she confirms her focus on curriculum and classroom-library collaboration in order to positively empower student achievement. Brava, Nancy Jo.

Please view Jennifer’s crowdsourced flipgrid and get an idea of how your future-ready colleagues express their future-ready roles.

Here’s to all the school librarians who shout out about the privilege of learning with and from awesome students and collegial educators. Here’s to the librarians whose stakeholders shout out about the indispensable role school librarians and school library programs play in the education of future-ready students.

Happy School Library Month!

Work Cited

Weisburg, Hilda K. Leading for School Librarians: There Is No Other Option. Chicago: ALA Editions, 2017.

Image credit:

Howard Lake. “Speak Up, Make Your Voice Heard.” n.d. Flickr.com, https://c1.staticflickr.com/6/5260/5540462170_d5297d9ce8_b.jpg

Logo courtesy of the American Association of School Librarians