Advocacy and Collaboration Support Every Student Succeeds Act

The Every Student Succeeds Act (ESSA) has created an opportunity for school librarian advocacy. School librarian leaders and advocates from across the country are working together to ensure that their state- and district-level decision-makers include the important role of school librarians and libraries in preparing future ready students in their ESSA plans.

The message we intend to convey is that more than at any previous time in history, when information and technologies are changing at an astounding rate and “fake news” and “alt facts” are proliferating, the expertise and guidance of school librarians must be highly valued and utilized by other educators and students. ESSA Title II, Part A, notes that school librarians are responsible for sharing professional learning for colleagues and disseminating “the benefits of new techniques, strategies, and technologies” throughout the district.

Correlational research studies have shown that school librarians and effective school library programs positively impact student achievement (Gretz 2013, Scholastic 2016). School librarians’ roles in positively impacting “student achievement, digital literacy skills, and school climate and culture” are specifically mentioned in ESSA (“Title 1”). In addition, school librarians support “rigorous personalized learning experiences supported by technology” and ensure equitable access to resources for all students (ESSA, 2015, “Title IV, Part A.”)

In their advocacy efforts, many school librarian state associations have benefited from the support of workshops offered by our professional association, the American Association of School Librarians (AASL). Last fall in order to support state-level ESSA advocacy efforts, AASL provided ESSA trainings in 30 different states in just 60 days. AASL provides ESSA and School Libraries information on their Web site.

In some states, like Arizona, the Teacher Librarian Division is part of the larger state-level library association. The Arizona Library Association Legislative Committee and Leadership team took a lead role in informing the Arizona Department of Education about the critical importance of including specific language related to the work of school librarians and the role of school libraries in educating future ready students. It is encouraging when academic, public, or special librarians speak out on behalf of preK-12 school librarians.

It is even more encouraging when classroom teachers, school administrators, parents, and other community members raise their voices in support of the essential roles of school libraries and libraries in preparing students for college, career, and community readiness. If you are someone who is concerned about the quality of education students are receiving today and will receive tomorrow, please find out how you can ensure that school librarians’ work is specified in your state- or district-level ESSA Plan.

School districts will look to their state-level plans to determine their priorities for school improvement. By incorporating language related to school librarians and libraries in ESSA, we can collaborate to support all students and educators in having access to an instructional leader/information specialist and the print and electronic resources they need to succeed.

Works Cited

Gretz, Frances. School Library Impact Studies: A Review of Findings and Guide to Sources. Harry & Jeannette Weinberg Foundation, 2013, www.baltimorelibraryproject.org/wp-content/uploads/downloads/2013/09/Library-Impact-Studies.pdf

Scholastic. “School Libraries Work! A Compendium of Research on the Effectiveness of School Libraries,” 2016, Scholastic.com, http://www.scholastic.com/SLW2016

U.S. Department of Education. “Every Student Succeeds Act (ESSA).” Every Student Succeeds Act (ESSA) |U.S. Department of Education,
https://www2.ed.gov/policy/elsec/leg/essa/index.html

Image Credit:

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

Re-commitment to Collaboration

Like many of you, I reflected on my most satisfying accomplishments and my incomplete projects of 2016 before settling on my 2017 New Year’s Resolutions. Although I am big on setting short-term achievable (daily/weekly) goals, it’s helpful for me to have a year-long big picture plan as well.

This year, I will re-commitment my professional work to collaboration within school learning communities and outward into the larger local, state, national, and international communities as well. As they have for more than twenty-five years, my resolutions focus on the literacy work of school librarians and school library programs.

In 2017, I will:

  • complete my forthcoming book Building a Culture of Collaboration: School Librarian Leadership and Advocacy. In the book, due to my editor in mid-June and scheduled to be published at the end of 2017, I will make the case with all library stakeholders for adopting a systems thinking approach to classroom-library coplanning and coteaching;
  • write, blog, make presentations, and generally shout out about the inquiry learning and reading comprehension foundations of the book and the potential of these responsibilities and a systems perspective to create opportunities for future ready school librarians to increase their impact on teaching and learning;
  • continue to work with the Arizona Library Association and the Teacher Librarian Division to advocate for inclusion of the essential roles of school librarians and libraries in the state’s Every Student Succeeds Act (ESSA) Plan. Once in place, I will advocate for the return of school librarian positions across Arizona, focusing first on districts in and around my home in Tucson;
  • continue to serve on committees of the American Association of School Librarians (AASL) and promote and support the worthy work of the association (including the celebration of AASL’s 65th anniversary);
  • work with practicing school librarians to support their collaborative work within their schools and in their collaborative work with community agencies and organizations. I will write about and promote their success; (See my 12/30/16 ALSC blog post “Gimme a C (For Collaboration!) that features a school-library public-library collaboration for summer reading.)
  • expand my thinking about how school librarians and school library programs can make a difference in family literacy, particularly for babies and preschool children. Helping our communities prepare children for formal schooling is an investment in each individual’s long-term life choices and in the health of our neighborhoods and cities;
  • continue to honor and promote the work of public library and healthcare providers who are making a difference for families through books for babies programs. Yesterday, in Tarrant County, Texas, the Fort Worth Public Library and the JPS Health Network began their 2017 initiative to give a copy of my book Vamos a leer/Read to Me to every new mother. In 2017, the Friends of the Dallas Public Library and Parkland Health Systems are continuing their program “Books for Dallas Babies,” which began on January 1st, 2016;
  • and I will enact my library values in my professional and civic life.

There is much work to be done to promote equity and justice.

With a huge thank-you to author-illustrator Melissa Sweet for Some Writer! The Story of E. B. White, my pick for the most outstanding 2016 information book for children, I set my resolve with an excerpt from a letter E.B. White wrote in 1973:

“Man’s curiosity, his relentlessness, his inventiveness, his ingenuity have led him into deep trouble. We can only hope that these same traits will enable him to claw his way out.
Hang on to your hat. Hang on to your hope. And wind the clock, for tomorrow is another day” (White, cited in Sweet 132).

And I would add: Let’s work together for equity, social justice, and the betterment of all!

Work Cited
Sweet, Melissa. Some Writer! The Story of E. B. White. New York: Houghton Mifflin Harcourt, 2016.

Twibbon courtesy of the American Association of School Librarians’ “It’s in Our Hands” 65th-anniversary Celebration

Professional “Gratitudes”

continental-divideEvery night for the past year, I have been recording my “gratitudes” in a journal. I began this reflective and hope-building practice after I learned that Texas Woman’s University rejected my proposal to continue in my associate professor position as a telecommuter from Tucson. (After seven years, commuting for my marriage was no longer emotionally or financially sustainable.) These daily notes to myself capture my thoughts as I negotiate this transition time in my life. This reflective practice provides me with reminders of my many blessings.

During the Thanksgiving holiday, many speak aloud of the things for which we are grateful. While I have often thought about my “professional” blessings, this may be the first time I have written them “out loud.”

I am grateful for the many friends and colleagues I have met and worked with throughout my school librarianship career. There are simply too many of you to name.

As a member of the American Library Association (ALA), American Association for School Librarians (AASL), Association for Library Services to Children (ALSC), Arizona Library Association (AzLA) and Teacher Librarian Division (TLD), Texas Library Association (TLA) and Texas Association of School Librarians (TASL), I have had the opportunity to get to know and learn with outstanding librarian practitioners, researchers, and literacy advocates.

While I have been a member and have been periodically active in education associations, my commitment to (school) librarianship has been and continues to be the overarching theme of my professional work. I am grateful for the people who lead and participate in library organizations. We share a set of core beliefs that come from our hearts and reach out as we serve children, youth, and our communities. I am blessed to be in their company; I am honored to call so many colleagues friends.

The photograph above was taken in 1998 at the 3M corporate compound at Wonewok in Minnesota. At the time, I was serving on the AASL @yourlibrary® Task Force. Those of us who participated enjoyed three days of thinking, planning, and playing that, for many of us, solidified our commitment to advocating for the professional work of school librarians.

Like many of my Wonewok colleagues, I felt “under the spell” of the Northern Lights and the incredible beauty of the grounds at Wonewok. In the above photograph, a number of us posed where the Northern (Continental) Divide intersects the St. Lawrence Divide near Hibbing, Minnesota, with waters draining to the Arctic Ocean, the Gulf of Mexico, and the Great Lakes.

I believe the school librarian profession is at another one of those watershed times in our history. In the federal education legislation called the Every Student Succeeds Act (ESSA), school librarians are included as key faculty in educating students for the future and collaborating with classroom teachers to co-create dynamic learning spaces and opportunities for all members of our learning communities.

Thank you especially to the ALA Washington Office Executive Director Emily Sheketoff for her tireless and unwavering advocacy efforts on behalf of school librarians. And thank you to AASL and our dedicated members who have provided 30 (!) state-level ESSA trainings in the past 60 days. Whew! You are a wonder.

Thank you to all of our colleagues for offering our expertise and care to children and educators through our professional work. As we move forward together, and to show my gratitude, I recommit myself to our mission to provide each and every student in the U.S. with a full-time state-certified school library professional who serves her/his school community as a leader, instructional partner, information specialist, teacher, and program administrator.

Image Credit
Photographer Unknown – from the Personal Collection of Judi Moreillon

Some of those pictured: Connie Champlin, Susan Ballard, Terri Grief, Harvey, Barbara Jeffus, Doug Johnson, Carrie Kienzel, Keith Curry Lance, Deb Levitov, Eileen Schroeder, Rocco Staino, Barbara Stripling, Hilda Weisburg, Terry Young, yours truly, and ???

Collegiality: A Foundation for Partnerships

thundercakeI have just moved back to my full-time home in Tucson, Arizona. Although the unpacked moving boxes are annoying, rearranging my life has had its benefits. One of them is reassessing the books on my shelves and pondering the limited space I now have for hard copy books.

In my bookshelf explorations, I came across a photo album that included some of my fondest moments as a practicing school librarian. One of them was taken at Gale Elementary School in Tucson (circa 1998) when I offered a “thundercake” beginning of the year social event for classroom teachers and specialists.

In Arizona, the new school year begins toward the end of the summer monsoon rain season. The connection to Patricia Polacco’s book gave me the opportunity to share the story and my hopes for the “ingredients” that would make our school program a success that year. During the social time, I encouraged my colleagues to share their hopes and dreams for the upcoming year.

Of course, I displayed new books and resources, but most importantly I reached out to build relationships with my colleagues. Thanks to Patricia Polacco’s book and “thundercake” recipe, I offered a tasty invitation to increasing collegiality as a foundation for future classroom-library coplanning and coteaching in the new school year.

The first few weeks of a new academic year are an ideal time to focus on building relationships. If you haven’t yet invited your colleagues into your school library for a social time, consider baking a “thundercake” and talking with them about how you can work together to create exciting and effective learning experiences for and with preK-12 students this year.

Image Credit

Polacco, Patricia. Thundercake. New York: Philomel, 1990. Print.

Note: Welcome back to the Building a Culture of Collaboration® (BACC) Blog. Over the summer months, changes in the co-bloggers life commitments have resulted in the blog becoming, at least for the time being, a solo activity for me, Judi Moreillon. I will miss reading the ideas, thoughts, and questions posed by my BACC colleagues.

Educating Preservice Principals and Classroom Teachers

This month the BACC co-bloggers are sharing their thoughts about the “Pre-service Toolkit for Principals and Teachers” recently released by the American Association of School Librarians (AASL).

what-every-preservice-teacher-should-know-about-working-with-the-school-librarian-1-638The Educators of School Librarians Section (ESLS) of AASL developed this toolkit to help practicing and preservice school librarians and school librarian educators talk with our constituent groups about how school librarians help library stakeholders reach their goals. The opening line frames the toolkit in terms of the interdependence of all members of the school learning community: “There is no question that the success of school library programs depends upon the support of the principal and the school librarian’s ability to collaborate with teachers” (2).

AASL charges school librarians with serving their schools in five roles: leader, instructional partner, information specialist, teacher, and program administrator. There are many challenges inherent in educating preservice principals and classroom teachers regarding the capacity of state-certified school librarians to serve in these roles and improve teaching and learning in their schools. These challenges include the sad fact that too many schools lack a professional school librarian on the faculty and preservice principals and classroom teachers may not have had first-hand experience of working with a dynamic school librarian.

In my role as a school librarian educator, I have had two exceptional opportunities to speak with preservice principals and classroom teachers. Thanks to Teresa Starrett, my Texas Woman’s University colleague in Educational Leadership, I have had the opportunity to speak with future principals enrolled in a course called Professional Development and Supervision in Education. I have posted resources online for a 60- or 90-minute agenda: “What Every Principal Should Know about Evaluating a School Library Program and a School Librarian.” The resources include a one-page assessment based on the school librarian’s five AASL roles.

In 2013-2014, along with TWU colleague Jennifer Richey and Denton-area educators, I had the opportunity to provide two three-and-half hour workshops for a total of 163 preK-12 preservice teachers. At the time of “What Every Preservice Teacher Candidate Should Know about Working with the School Librarian,” they were conducting their student teaching. This links to a Slideshare of the opening session in which Becky McKee and I demonstrated collaborative planning. I published an article in Teacher Librarian magazine about the research study based on these workshops.

These presentations had two things in common. In both, our goal was to change the preservice principals’ and classroom teachers’ paradigm of teaching as a solo activity. We also included a role play of a classroom teacher and school librarian coplanning a unit of instruction in both. This helped the participants see the benefits of coplanning to students, classroom teachers, school librarians, and to principals, too.

Educators of preservice school librarians and preservice classroom teachers and principals “should make concerted efforts to demonstrate the value of classroom-library collaboration for instruction during preservice teachers’ (and principals’) preparation programs. Still, it is up to practicing school librarians to reach out to student teachers and make sure that mentor teachers are given extra attention while they are guiding the student teaching experience” (16). It is also up to those in the field who are providing exemplary practice to show their principals the school librarian’s capacity to contribute to the school’s academic program.

The “Pre-service Toolkit for Principals and Classroom Teachers” provides multiple resources for thinking, discussing, and presenting the roles of school librarians in student learning: articles, blogs, books, brochures and infographics, posters, reports, research, and videos.

Thank you to the ESLS committee members who curated all of these materials and put them together in one easily accessible place.

Works Cited

Educators of School Librarians Section. “Preservice Toolkit for Principals and Teachers.” ALA.org. Mar. 2016. Web. 5 May. 2016. <http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/toolkits/PreserviceEducators_Toolkit_FINAL_2016-03-17.pdf>.

Moreillon, Judi. “Making the Classroom-Library Connection.” Teacher Librarian 43.3 (2016): 8-18.

Moreillon, Judi and Becky McKee. “What Every Preservice Teacher Should Know about Working with the School Librarian.” Slideshare.com. 24 Mar. 2014. Web. 5 May 2016. <http://www.slideshare.net/jmoreillon/what-every-preserviceteacher0314>.

Advocacy Stories as a Recruitment Strategy

we-want-youOne thing I have consistently heard from preservice school librarian graduate students (all of them current or former classroom teachers) is that they didn’t really know what the school librarian’s job entailed before they started their library science preparation program. There are most likely many practicing school librarians who entered into the profession without deep knowledge of the benefits, rewards, and complexities of serving as an educator working in a school library.

In a course I teach called “Art of Storytelling,” students participate in an assignment called “digital advocacy storytelling.” Students begin the assignment by connecting with a core belief in librarianship. They build on their passion for a particular aspect of library work to develop a digital story targeted to a particular audience. They field test their advocacy story via social media, revise it based on feedback, and publish a final version.

Even if these stories were originally targeted to other audiences, I believe students’ advocacy stories can serve as recruitment tools to invite classroom teachers into the profession. Three students from the Spring 2016 class have given me permission to share their stories—stories that make a strong case for why they aspire to serve in the role of a school librarian leader.

Thank you to Lauren Scott (@MrsScott_1), Kathryn Shropshire (@MrsShropshire7), and Maricela Silva for allowing me to share your stories here.

Lauren Scott: Building Bridges Through Collaboration @Your Library®

Kathryn Shropshire: Read Together, Grow Together @Your School Library®

Maricela Silva: Coteach Technology @your library® 4 Lifelong Learning

You can view their one-sentence themes and digital reflections on this assignment on our course wiki.

School librarians are in the very best position to identify classroom teacher colleagues who have the “right stuff” needed to be passionate, exemplary school librarians. If every school librarian would recruit even one classroom teacher to pursue further education in school librarianship this year, our profession could be in a better position to staff all preK-12 schools in the U.S. with outstanding school librarians.

What’s your school librarian story? How will you share it to advocate for the profession and enlist exemplary classroom teachers to join us?

Word Art Image created with Microsoft

Recruitment to the School Librarian Profession

This month the BACC co-bloggers are sharing their thoughts about recruiting new school librarians to the profession. With many retirements on the horizon and some districts reinstating school librarian positions, there seems to be a dearth of qualified school librarians to fill vacant or soon-to-open positions.

Texas Flag at Veterans' Memorial Park, Port Arthur, Texas

Texas Flag at Veterans’ Memorial Park, Port Arthur, Texas

Recruitment to the school librarian profession is a hot and timely topic in Texas. I can share my perspective from the Lone Star State. Each spring since 2010 (I arrived in Texas in the fall of 2009) school librarians and district-level school library supervisors post job openings on the Texas Library Connection distribution list. Some of these positions are new openings and some are to fill vacancies that were left unfilled in the previous academic year.

Although I do not have hard data to back it up, I suspect that one reason for the shortage of qualified Texas school librarians (at least in this decade) was prompted by the 2011 cuts to school librarian positions and library programs across the state. In that year, a number of my advisees at Texas Woman’s University who were preparing to serve as school librarians changed their focus to children’s or teen services in public libraries. They were justifiably concerned that there would not be school librarian positions when they graduated from their Master’s degree programs.

In the Every Student Succeeds Act (ESSA) signed by President Obama on December 10th, 2015, school librarians are included in the “essential personnel” category. This designation by the federal government should result in confidence on the part of library science school librarian graduate students and classroom teachers who pursue a career in school librarianship.

Today, for example, the Houston Independent School District (HISD) has a bold advocacy campaign in progress in order to rebuild the district’s school library programs. According to a blog post by Dorcas Hand, co-chair of the Texas Association of School Librarians Legislative and Advocacy Committee, “20% of HISD libraries have no designated staff and another 26% have only a paraprofessional managing circulation. 22% have teachers standing in for librarians, leaving only 32% of HISD libraries staffed with certified personnel” (http://tasltalks.blogspot.com/2016/01/libraries-in-hisd-by-numbers.html).

HISD is actively seeking certification options for classroom teachers to develop the necessary knowledge and skills to serve as effective state-certified school librarians. How can HISD help classroom teachers see that school librarianship is an extension and expansion of the knowledge and skills they have honed as classroom teachers? (Texas certified school librarians are required to have classroom teaching certification, two years of successful classroom teaching plus 24-hours of graduate work in library science or a library science Master’s degree.) How can HISD convince these educators to invest in their own professional growth and pursue graduate-level course work in order to earn certification?

School librarians from across the state of Texas are joining with the HISD school librarians to promote the work, the values, and the potential impact of school librarians on student learning. You can view their Facebook page at: https://www.facebook.com/groups/studentsneedlibraries/

School librarianship needs classroom teachers who believe that:
1.    Reading and writing literacy are the foundation for all learning;
2.    Libraries, reading, and resources create opportunities for students and classroom teachers;
3.    Every student deserves to have physical and intellectual access to ideas and information;
4.    Proficient readers have more life choices, enjoy more satisfying lives, and will be able to participate more fully in society;
5.    Using the technology tools of our times to motivate students, to help them learn, and to produce new knowledge is an essential instructional approach;
6.    Every classroom teacher deserves an instructional partner (a school librarian) who can provide resources to enhance learning and serve as a coteacher to improve student learning outcomes;
7.    They have knowledge and skills to share with their classroom teachers and specialists and position themselves as equal partners who are committed to lifelong learning with their colleagues;

How do we invite these classroom teachers into the profession? By telling the library story… To be continued on Thursday.

Works Cited

Bodden, Ray. “Texas Flag at Veterans’ Memorial Park, Port Arthur, Texas.” Digital Image. Flickr.com. Web. 3 Apr. 2016.

Hand, Dorcas. “Libraries in HISD – by the Numbers.” Blog Post. TASL Talks: Legislative and Advocacy for YOU. 30 Jan. 2016. Web. 3 Apr. 2016.

School Librarianship: What’s In It for Me?

tooting_hornsSchool librarians are members of a service-oriented profession. The majority of us come from the ranks of classroom teachers and many of us tend to think of the needs of others before we think of our own.

However, in order to sustain motivation and enthusiasm for our work, we must determine what is “in it for us.” Dr. Ken Haycock who is the director of the Marshall School of Business Master’s Management in Library and Information Science program at USC and a former leader in the (School) Library Power movement, has a famous (in school library circles) saying: “People do things for their own reasons.”

School librarianship has given me the opportunity to teach students at all instructional levels. (I love working with kinders and their heroic teachers for one hour at a time!) Over the course of my career, I have co-taught in every content area, which has provided me with continuous learning from outstanding educators. I have co-developed curriculum to engage and motivate students and have created opportunities for children and youth to use the technology tools of the day in their pursuit of learning and sharing their new knowledge. I have collaborated with classroom teachers, public librarians, and community members to spread a culture of literacy.

But perhaps most of all, I have had the opportunity to serve alongside some principals as co-leaders who guided students and colleagues as we pursued the most effective strategies for teaching and learning. I am proud of the work we accomplished together. I am in debt to the thousands of students and hundreds of teachers who have shared their learning journeys with me.

This deep sense of satisfaction and pride and the opportunity to extend my reach beyond the classroom out into the entire school learning community and beyond is what’s in it for me. I cannot imagine a more fun, meaningful, or impactful career as an educator than that of school librarian. (Yes, principals’ work is meaningful and high impact, but I suspect it is not as much fun!) The desire to spread the potential impact of professional school librarians on teaching and learning and to help future school librarians embrace a leadership role is why I am a school librarian educator today. (That and the fact that I can no longer serve in a school library the way it should be done; I cannot be on my feet from 7:00 a.m. to 4:00 p.m. every school day!)

Tooting our own horns can be difficult for some of our school librarian colleagues. But sharing our essential contribution to teaching and learning is our responsibility. The photograph above of school librarian colleagues Debra LaPlante, Diane Skorupski, and me was taken at the American Association of School Librarians National Conference in Pittsburgh in 2005. We had just completed a collaborative presentation about classroom-library collaboration for instruction called “Sharing Our Exemplary Work, or Why We Should Publish Our Collaborative Lesson Plans.”

Let’s keep on showing other educators and administrators why school librarians are even more needed today than ever before. Let’s exceed our own expectations as instructional partners and leaders in education. And let’s achieve this together.

Photograph from the Personal Collection of Judi Moreillon used with permission

TASL Talks

TASL_color_borderA number of state-level school librarian associations host blogs to share information with their membership and to promote the work of their members. The Texas Association of School Librarians (TASL) publishes such a blog and pushes it out to members and prospective members via a statewide distribution list as well as through social media channels.

TASL Talks: Legislative and Advocacy for YOU is managed by the TxASL Legislative and Advocacy Committee with “the goal of forwarding to TASL membership and school librarians across Texas useful information about school library advocacy.”

Three members of the committee, Dorcas Hand (@handdtx), Becky Calzada (@becalzada), and Susi Grissom (@SusiGrissom), facilitate the blog. In addition to their own posts, they invite and support other TASL members in posting to the blog.

Last week’s post was by Amy Marquez (@Amy_DZ1), school librarian at Marcia R. Garza Elementary in Pharr-San Juan-Alamo Independent School District in San Juan, Texas. Amy shared how a “living history museum” project responded to a request from her principal and met the needs of students. When Amy’s principal mentioned the idea of 3rd through 5th-grade students dressing up as historical figures for Halloween, Amy expanded on this idea to include students conducting research using an online database. Amy accomplished the “living history museum” project in a 30-minute per week fixed-schedule environment.

Crowdsourcing a blog is one way to ensure that fresh ideas are shared and new voices are heard. Bravo to the TASL Talks: Legislative and Advocacy for YOU leadership for making this resource effective and a constant source of professional development for TASL members and others.

TASL logo used with permission

Literacy Is a Team Sport

This month the BACC cobloggers will share ideas about collaborative reading promotions and literacy events.

While every school librarian strives to make the library the hub of learning, we also know that it takes a whole-school approach to supporting students as they engage in literacy for the 21st century. Enlisting all members of the school community in promoting reading is necessary.

And as this video demonstrates, it’s fun! Stony Evans is a library media specialist in Hot Springs, Arkansas. He collaborated with Lakeside High School (LHS) coaches Joe Hobbs and Karrie Irwin to co-develop the “Train Your Brain Ad” video starring the LHS Cross Country Team. Lakeside Superintendent Shawn Cook made a cameo appearance in the video. Kevin Parrott was the videographer.

Congratulations to the whole team at Lakeside High!

This is one example of how library leader Stony Evans is reaching for his goal “to create lifelong learners through literacy and technology.” Visit Stony’s Library Media Tech Talk blog.

How did I learn about this outstanding example of collaborative reading promotion? From Stony’s Twitter feed @stony12270, of course.

Which members of your faculty will work with you to promote literacy in your community? What about your library student aides? How can they reach out to their classmates and serve as cheerleaders for reading? Here’s an archived example from Emily Gray Junior High/Tanque Verde High School from Teen Read Week: Books with Bite (November 2008)!

We can accomplish so much more when we work in collaboration with others. On Thursday, I will share a school library – public library literacy collaboration.

Video linked with permission – Thank you, Stony and your team