Leadership Twitter Chat

This fall graduate students in “IS516: School Library Media Center” have participated in bimonthly Twitter chats. The chats are based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

We invite you to join us our final chat of the fall semester on Monday, December 9, 2019 from 7:00 to 7:30 p.m. Central Time. Chat questions are posted on this blog on the Wednesday before our Monday chats.

December 9, 2019: #is516 Twitter Chat: Leadership

 This post is adapted from the Maximizing School Librarian Leadership preview podcast.

I believe school librarians have three converging pathways that point the way to leadership. School librarians are culture builders, professional developers, and changemakers.

School librarians are culture builders.
When we create a welcoming, accepting, risk-taking space for exploration in the library, our influence can spread throughout the building. With smiles, hellos, and a service orientation toward all library users, the library, the largest classroom in the school, can be as important as the front office in creating a climate of welcome.

With resources reflecting diverse perspectives, the library can be a place where learners – of all ages – come to explore their own worldview and the worldviews of others.

And with a commitment to exploration, the school librarian can model risk-taking—accepting missteps as an essential aspect of learning and growing from mistakes in order to fail forward. A whole-school, or systems thinking, approach helps school librarians serve as effective culture-builders.

School librarians are professional developers.
Through sharing our expertise and integrating the library’s resources into the classroom curriculum, school librarians practice reciprocal mentorship with the classroom teachers and specialists with whom we form effective instructional partnerships.

Collaborators coteach multiple literacies, inquiry, deeper, and digital learning. Educators model and coteach skills, such as collaboration, communication, critical thinking, and creativity. We model and coteach dispositions, such as flexibility, openness, and persistence.

Through coplanning, coteaching, and coassessing student learning and our own instructional proficiency, we practice the best kind of professional development—job-embedded. As collaborating educators, we develop our craft by working as equal partners; we coteach with classroom teachers, real students, actual curriculum, available resources and tools, with the real supports, and within the constraints of our everyday teaching environments.

School librarians are also changemakers.
We understand that the teaching and learning landscape is in a constant state of change. Lifelong learning is an essential behavior for all education stakeholders. Preparing students for futures that we cannot imagine takes a leap of faith and a willingness to accept change as the defining feature of all our lives.

Rather than sitting back and waiting for change to happen to us, changemakers are proactive. We strategize; we experiment; we test and retest until we create learning environments and opportunities that engage, excite, and support students as agents in their own education.

All three of these pathways to leadership require collaboration.

Effective school librarians can maximize leadership opportunities by collaborating with others—with administrators, educators, and students, and with family and community members.

#is516 Chat Questions (for copy and paste)

Q.1: How do you/can you show a commitment to continuous change/professional growth? #is516

Q.2: Why is collegiality so important? #is516

Q.3: How do you bridge Ss in-school and out-of-school lives? #is516

Q.4: How can you help develop an effective teaching force in your school? #is516

Please respond with A.1, A.2, A.3, A.4 and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

For previous chat questions and archives, visit our IS516 course wiki page.

Thank you!

Post Adapted from
Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Book Study: Preview Podcast. https://www.podomatic.com/podcasts/moreillon/episodes/2018-08-05T19_58_04-07_00

Spotlight on #AASL19

Perhaps you are packing your bags today or about to travel to Louisville, Kentucky, for the American Association of School Librarians Conference and Exhibition. Or perhaps you’ll be learning from the conference via #AASL19, Facebook, or other social media.

The School Library Journal Staff posted a blog article last week to spotlight Attendee’s Top Picks. It is my privilege to be involved in three of these picks as well as additional conference learning experiences that I will highlight here (in chronological order).

Thursday, November 14, 2019
On Thursday morning, the Educators of School Librarians Section (ESLS) will hold a Research Symposium from 8:30 a.m. until noon in M103 in the convention center (KICC). One of the presenters, Dr. Daniella Smith wrote about it on the Knowledge Quest blog last week: “Let’s Talk about Research.” I was invited to kick off the symposium with a review and discussion of “Researching and Educating for Leadership.” You can access the research base for the discussion and learn more about my part in the event on my presentation wiki archive.

I am very fortunate to have the opportunity to spend a part of my day sharing an author visit with K-4 children at the Walden School in Louisville. Being with children (and teens) reminds me why this work is so important to me. Thank you to Walden for inviting me.

Thursday evening after the exhibits close, Drs. David Loertscher and Blanche Woolls are co-hosting “Symposium of the Greats: Wisdom from the Past and a Glimpse into the Future of School Libraries.” The event will be held at the Seelbach Hotel, 500 S. 4th Street, from 7:00 to 9:00 p.m. The evening will be divided into two one-hour sessions. The first will be focused on the papers submitted for the proceedings; the second hour will focus on table top discussions on future thinking for the profession. My paper is entitled: “School Librarians as Teachers of Reading.”

Friday, November 15, 2019
From 10:30 – 11:30 a.m.
, we will share “Taking Our Case to Decision Makers: Effective State- and District-Level Advocacy.” Room L017-018, KICC. I will be on a panel with Kathy Lester, from Michigan, Christie Kaaland, from Washington State, and Pat Tumulty, from New Jersey. I will be sharing information about the Tucson Unified School District School Librarian Restoration Project. Deborah Levitov will be our panel moderator.

Other events on Friday include meeting with the School Library Connection Advisory Board and the AASL School Leader Collaborative, where I will represent the Teacher Librarian Division of the Arizona Library Association.

Saturday, November 16, 2019
From 10:10 – 11:10, I have the privilege of sharing: “Collaborate! To Build Influence.” Room L013, KICC.  The content and activities we will discuss during the session come directly from my book Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018), which will be on sale at the ALA Store. (Thank you, ALA Editions.)

From 1:10 PM – 2:10 p.m., I have the pleasure of moderating a session for school librarian supervisors from the Lilead Project. The session is called “Collaborate, Evaluate, Advocate: Tales from the Trenches in Assessing Readiness for Change!” Room L007-008. The presenters/authors contributed articles in the January/February, 2019 issue of Knowledge Quest: “Evaluation and Assessment for Learning.” In addition to moderating, I will follow up my KQ article with a look at a Coplanning/Coteaching Checklist from my book.

Attendees and Followers
Attendees can download the conference app. The entire program book for the conference is available online.

If you are unable to join us in Louisville, please be part of the #NOTATAASL Crew. Jane Lofton wrote a blog post to help virtual attendees get the most out of their conference experience: “Unable to Come to Louisville for #AASL19– Join the #NOTATAASL Crew as a Virtual Attendee.”

Whether in person on social media, I look forward to sharing this ultimate school librarianship learning experience with you.

Truly,
Judi

Digital Learning Twitter Chat

This fall graduate students in “IS516: School Library Media Center” are participating in bimonthly Twitter chats. The chats are based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

It is fitting that we are preparing for our chat and talking about digital literacy and learning during “Digital Inclusion Week” (10/7/19 – 10/11/2019). For me, #digitalequityis fully resourced school libraries led by state-certified school librarians who provide access and opportunity to close literacy learning gaps for students, educators, and families.

Monday, October 14, 2019: #is516 Twitter Chat: Digital Learning

 “Digital literacy is the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information, an ability that requires both cognitive and technical skills” (American Library Association 2013). As educators with expertise in curating and integrating digital resources and tools into curriculum, school librarians and libraries are perfectly positioned to be leaders and coteachers of digital literacy.

School librarians serve as technology stewards. Stewardship is an activity that requires one to practice responsible planning and management of the resources one is given, or over which one has authority. In school libraries that serve as hubs for resources, effective school librarians curate resources that support standards-based curricula as well as students’ needs for independent learning. Students, families, classroom teachers, and administrators rely on proactive library professionals who plan for, manage, and integrate digital learning tools and experiences into the daily school-based learning lives of students.

Access and equity are core principles of librarianship. With their global view of the learning community, school librarians have an essential role to play as digital literacy leaders who help address gaps in technology access and in opportunities to use digital resources for learning and creating.

In schools with plenty, school librarians advocate for a digitally rich learning environment for students and coteach with colleagues to effectively integrate digital resources, devices, and tools. In less privileged schools, librarians will dedicate themselves to seeking funding and advocating for students’ and classroom teachers’ access to the digital resources and tools of our times.

School librarians can be leaders in codeveloping, coimplementing, and sustaining digital learning environments in their schools. They commit to closing the gap between access and opportunity by collaborating with classroom teachers and specialists and ensuring that the open-access library makes digital learning opportunities and tools available to all students.

#is516 Chat Questions
These are the questions that will guide our chat (for copy and paste).

Q,1: What are the benefits of #coteaching digital literacy/or collaborating to integrate #digital learning tools? #IS516

Q.2: What future ready dispositions are students practicing when engaged in #digital learning? #IS51s6

Q.3: How do you or how can you serve as a technology mentor for individual Ts? #IS516

Q.4: How do you or how can you serve as a school/system-wide technology mentor? (Share a tool or website!) #IS516

Please respond with A.1, A.2, A.3, A.4 and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

For previous chat questions and archives, visit our IS516 course Twitter Chats wiki page. Thank you!

Work Cited

American Library Association. 2013. Digital Literacy, Libraries, And Public Policy: Report of the Office of Information Technology Policy’s Digital Literacy Task Force. www.districtdispatch.org/wp-content/uploads/2013/01/2012_OITP_digilitreport_1_22_13.pdf

 

Inquiry and Reading Comprehension Twitter Chat Summary

On Monday, September 23, 2019, graduate students in “IS516: School Library Media Center” participated in a bimonthly Twitter chat. The chat was based on the pull quotes from Chapter 3: Inquiry Learning and Chapter 4: Traditional Literacy Learning in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

These are the four questions that guided our Twitter chat

As the course facilitator, Twitter chat moderator, and chair of the American Association of School Librarians (AASL) Reading Position Statements Task Force, I had a pressing reason to mine students’ thinking, experiences, and questions. While the critical role of reading competence is one of AASL’s core beliefs (AASL 2018, 4) and inquiry is one of the shared foundations described in depth in the new standards (67-74), the link between the reading comprehension and inquiry learning is not explicit.

A question posed recently on a popular school librarian Facebook group heightened my level of concern for how school librarians perceive their roles as teachers of reading and how they view the relationship between information literacy (or inquiry) and reading comprehension strategies.

These are a sampling of the students’ tweets.

Beliefs (about information, inquiry learning, and reading comprehension strategies)

@the_bees_knees
A4. Inquiry, information literacy, and reading comprehension are like a three-legged stool. Without any one of the three, we don’t really understand why we keep falling down.  #is516

@K8linNic
A.3: Common beliefs: Literacy is IMPORTANT & ESSENTIAL! Reading = foundational skill necessary for success in school/life. Literacy support is more than promoting reading #is516

@OwlsAndOrchids
A3: Both classroom T’s and #schoollibrarians highly value traditional literacies. Reading, writing, listening & speaking are core parts of learning. Without mastering these skills, students aren’t able to properly learn about other subjects or succeed in life. #is516 @iSchooK12

@bookn3rd2
A.3 SLs & Ts believe literacy learning involves giving Ss listening, speaking, writing, technology, print, inquiry, & reading comprehension strategies thru multimodal texts. SLs serve as literacy leaders in their schools. #is516 @iSchoolK12

@clairemicha4
Ts discuss all the time the transition from learning to read and reading to learn. Ss have to have solid reading skills to thrive in an academic setting. This Ts and #schoollibrarians can agree on.

@spetersen76
A.4. All (reading comprehension/information literacy/inquiry learning) require strategy and skill to be successful. With purposeful planning and teaching, Ss will learn how to critically evaluate sources, & read deeply/comprehend across various types of text/media, to be able to successfully participate in inquiry at its fullest.  #is516

@ScofieldJoni
A.3 Another common belief between both teachers and librarians is that the reading element of literacy is not the only important kind. In this day and age, digital literacy is just as important. #is516

@MFechik
A.3: They share a belief that inquiry is an important foundational skill for literacy, which leads to larger opportunities for students as they grow. They also both believe strongly in students’ right to privacy and intellectual freedom. #is516 @ischoolk12

@MsMac217
A.4 @iSchoolK12 Inquiry can’t be done w/o reading comprehension. Ss must be able to support themselves thru difficult texts in order to inquire & reach sufficient conclusions. Plus, inquiry can’t be done w/o the ability to sort thru information & determine what’s valuable #is516

Current Experience

@malbrecht3317
A1: In #Together203, our middle school science curriculum is entirely inquiry-based. There is a guiding essential question for each lesson & students come to an understanding of the world around them by participating in hands-on research labs. #is516 @ischoolk12

@karal3igh
A.1. Inquiry/Research is mostly left up to the teacher, but it is very heavily encouraged! Our math and science curriculum have geared strongly towards #inquirylearning in just the 6 years I’ve taught at my school. #is516 @iSchoolK12

@litcritcorner
A1. Our Juniors currently engage in very inquiry through their research projects. Students get to choose an independent reading book and then research a theme or question based on their book. This gives students a choice but also provides a focus. #is516 @iSchoolk12

@TravelingLib
A.1 Currently, research is used much more in our school compared to inquiry.  Inquiry is mostly seen in science and social studies, but has yet to be integrated well into other subjects. #is516 @ischoolk12

@bookn3rd2
A.1 I mostly saw traditional research in my school. Inquiry research was only done in gifted classes. Low Socio-Eco school, admin wanted classes CC & curriculum-centered. Gifted Ts got all the fun! SLs did no classroom literacy instruction #is516 @iSchoolK12

Less-than-ideal Current Practice

 @lovecchs165
I have never worked in an educational environment when Librarians/Teachers collaborate and have only seen traditional research done in the classrooms…I wonder if other teachers realize what they are missing out on by not collaborating with librarians?

@burnsiebookworm
A1 We’re pretty traditional – more research than inquiry based. Individual classes do their own lessons. For instance, ELA classes do a WW2 project in 8th grade, focused on life on the homefront. @ischoolk12 #is516

@bookn3rd2
A.1 I mostly saw traditional research in my school. Inquiry research was only done in gifted classes. Low Socio-Eco school, admin wanted classes CC & curriculum-centered. Gifted Ts got all the fun! SLs did no classroom literacy instruction #is516 @iSchoolK12

@CydHint
#is516 in the study on teacher and librarian #perceptions about #collaboration, #less than 50% of #librarians believed they should help with teaching note taking skills. #whoshoulddowhat remains an issue

Quote Tweet
@CactusWoman
A.3 Common beliefs are essential starting places for #collaboration. In my experience not all middle & high school Ts in all disciplines saw themselves as “teachers of reading.” This is also true of some #schoollibrarians who do not see themselves as “teachers of reading.” #is516

Effective Practices

@OwlsAndOrchids
A4: #inquiry is reliant on information literacy & reading comprehension. Without understanding text, the information is lost. Being able to recognize when info is needed, find it, assess it, & apply it is a fundamental part of inquiry. #is516 @iSchoolK12

@OwlsAndOrchids
The skills do seem to build upon one another and they are all necessary for total success. #is516 @ischoolk12

Quote Tweet
@burnsiebookworm
A4: Once Ss can get a handle on reading comprehension, skills like making predictions come more naturally, which allows them to move thru the inquiry process. @ischoolk12 #is516

@bookn3rd2
A.3 In the past few years Ts across disciplines within my school have started purposefully teaching reading strategies within their classes. It’d been greatly beneficial in increasing student comprehension, esp. w Nonfiction texts. #is516 @iSchoolK12

@GraceMW
A.4) #InquiryBasedLearning works best when there is a solid foundation of #infoliteracy and #readingcomprehension skills. Ts and #schoollibrarians who help foster these skills are helping curious students be stronger researchers and info seekers #is516 @iSchoolK12

@burnsiebookworm
A4: Reading comprehension is paramount. We use the making #textconnections strategies in ELA classes. Being able to connect to a text is the 1st step. @ischoolk12 #is516

@rural0librarian
A.4  #inquiry, info literacy, & reading comprehension are all tools and strategies that allow Ss to build their knowledge, encourage deeper learning, and become personally and academically competent #is516 @iSchoolK12

Reading Proficiency: A Foundational Skill
The importance of the foundational skill of reading can support or hinder a student’s ability to negotiate meaning in both print and digital texts. Readers applying comprehension strategies such as activating background knowledge, questioning, making predictions and drawing inferences, determining importance or main ideas, and synthesizing regardless of the genre or format of the text. Readers “read” illustrations, videos, audiobooks, and multimodal websites. In this environment, “school librarians can do more than promote reading. We can accept the role as instructional partners in teaching reading [and inquiry] and thrive in performing it” (Tilly 2013, 7).

These preservice school librarians agree that people can be reading proficient without being information literate, but a person cannot be information literate and engage in inquiry learning without comprehending what they read, view, or hear. It is my intention that they will take this understanding into their practice as educators and librarians.

Note: The tweets quoted here are used with permission and the whole class provided me with permission to link to our Wakelet archive (see below).

Works Cited

American Association of School Librarians. 2018. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA.

Inquiry and Reading Comprehension Strategies. Twitter Chat #2. Wakelet.com. https://wakelet.com/wake/546a25ea-5595-4882-bc71-e883ef153e12

Tilly, Carol L. 2013. Reading instruction and school librarians. School Library Monthly 30 (3): 5-7.

 

Twitter Chat: Inquiry and Reading Comprehension

This fall graduate students in “IS516: School Library Media Center” are participating in bimonthly Twitter chats. The chats are based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

We invite you to join us our chat on Monday, September 23rd from 7:00 to 7:30 p.m. Central Time. Chat questions are posted on this blog on the Wednesday before our Monday chats.

September 23, 2019: #is516 Twitter Chat: Inquiry Learning

When students engage in inquiry learning,
they “build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems”
(AASL 2018, 34).

Inquiry learning can spark students’ curiosity and ignite their passions. Inquiry puts learners in the driver’s seat and leads them to invest in and care about the literacies, skills, and dispositions they develop during the process. As students pursue the answers to personally meaningful questions and engage in real-world projects, they learn how to learn and build their confidence.  Hands-on, minds-on inquiry learning experiences help prepare young people to problem solve when confronted with the inevitable learning challenges that will characterize their futures.

Educators are responsible for creating the conditions in which inquiry learning can flourish. Inquiry doesn’t just happen; it must be expertly designed.

Building connections between required curriculum and students’ interests is essential. When two or more educators plan for inquiry, they increase the resources and knowledge at the collaboration table. They push each other’s creativity and codevelop more engaging learning experiences for students. When school librarians and classroom teachers coplan, coteach, and comonitor students’ inquiry learning process, they create opportunities for students to increase their content knowledge. They help students develop their ability to comprehend all types of texts and build future ready skills and strategies that are transferable to other learning contexts—both in and outside of school.

Comprehension strategies are essential for success in our personal, educational, and professional lives. Throughout the inquiry process, students (and adults) access and use information for which they have little, incomplete, or no background knowledge. “Regardless of the content and whether ideas and information are communicated in print or multimodal texts, students begin and progress on their literacy journeys by learning and developing their ability to effectively read and write” (Moreillon 2017a, 87). The traditional literacies—reading, writing, listening, and speaking—are called into service during inquiry learning.

School librarians can be leaders in codeveloping, coimplementing, and sustaining a culture of reading and inquiry in their schools. When school sites or entire districts adopt and practice a single inquiry model, and teach and reinforce reading comprehension strategies, students will have multiple opportunities to achieve successful deeper learning.

#is516 Chat Questions

These are the questions that will guide our chat (for copy and paste):

Q.1: How is research/inquiry currently taught in your school?

Q.2: What is/could be the connection between inquiry and #makerspaces?

Q.3: What common beliefs about literacy learning do classroom teachers and school librarians share?

Q.4: What is the relationship among inquiry, information literacy, and reading comprehension?

Please respond with A.1, A.2, A.3, A.4 and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

For previous chat questions and archives, visit our IS516 course wiki page.

Thank you!

Works Cited

American Association of School Librarians. 2018. National School Library Standards for Learners, School Librarians, and School Libraries. Chicago: ALA.

Moreillon, Judi. 2017. “Literacy Leadership and the School Librarian: Reading and Writing—Foundational Skills for Multiple Literacies.” In The Many Faces of School Library Leadership, 2nd ed., edited by Sharon Coatney and Violet H. Harada, 86-108. Santa Barbara, CA: Libraries Unlimited.

Twitter Chat: Job-Embedded Professional Development

This fall graduate students in “IS516: School Library Media Center” are participating in bimonthly Twitter chats. The schedule is listed below. The chats will be based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018). We invite you to join us for our first chat on Monday, September 9th from 7:00 to 7:30 p.m. Central Time. Chat questions will be posted on this blog on the Wednesday before our Monday chats.

Monday, September 9, 2019: #is516 Twitter Chat: Job-embedded Professional Development

“A team is not a group of people who work together. A team is a group of people who trust each other” (Sinek, Mead, and Docker 2017, 104).

Professional learning embedded in the everyday practice of educators is an effective way to transform teaching and learning. In this model, school librarians can serve as professional learning leaders. They enact this role in a number of ways: through providing formal staff development; by serving as a member or team leader in one or more professional learning communities (PLCs); and through classroom-library collaboration, which involves trusting colleagues in coplanning, coteaching, and coassessing learning outcomes.

Coteaching offers educators the opportunity to hone their craft while teaching “actual students in real time, with the taught curriculum, available resources and tools, and within the supports and constraints of their particular learning environments” (Moreillon 2012, 142). School librarians add value when they co-collect evidence (student learning outcomes data) to demonstrate the effectiveness of their teaching in terms of what is important to colleagues and administrators. These data point the way toward continuous instructional improvement. Coteaching also creates the opportunity for school librarians to co-lead in a culture of adult as well as student learning in their schools.

#is516 Chat Questions
These are the questions that will guide our chat on September 9, 2019 at 7:00 p.m. CT.

Q.1: What does the term “reciprocal mentorship” mean in terms of classroom Ts & #schoollibrarians #collaboration? #IS516

Q.2: What is your experience in coplanning w/Ts? #IS516

Q.3: What’s an example of “engaging curriculum”? #IS516

Q.4: How do #schoollibrarians & administrators work together for change? #IS516

Please respond with A.1, A.2, A.3, A.4 as each question is posted.

Join us and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

Thank you!

Works Cited

Moreillon, Judi. 2012. “Job-embedded Professional Development: An Orchard of Opportunity.” In Growing Schools: School Librarians as Professional Developers, edited by Debbie Abilock, Kristin Fontichiaro, and Violet Harada, 141-156. Santa Barbara: Libraries Unlimited.

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.

 

#IS516 Twitter Chats: Time: 7:00 – 7:30 p.m. Central

Second and Fourth Mondays – Fall 2019

September 9 | Twitter Chat #1
Topic: Chapter 2: Job-embedded Professional Development
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 9/4/19

September 23 | Twitter Chat #2
Topic: Chapter 3: Inquiry Learning
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 9/18/19

October 14 | Twitter Chat #3
Topic: Chapter 6: Digital Learning
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 10/9/19

October 28 | Twitter Chat #4
Topic: Chapter 7: Assessment
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 10/23/19

November 11 | Twitter Chat #5
Topic: Chapter 8: Leadership and Advocacy
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 11/6/19

December 9 | Twitter Chat #6
Topic: Chapter 9: Sustaining a Connections in a Culture of Collaboration
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 12/4/19

Next Steps

Dear Maximizing School Librarianship Readers and Blog Post Followers,

We/I have come to the conclusion of a ten-month cycle of book study blog posts to support my book Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (MSLL) (ALA 2018). When I wrote the book, composing posts and podcasts related to each chapter in the book was a commitment I made to myself and to readers. I planned for blog posts by interspersing four pull quotes in each chapter. After the introductory posts, I have based each blog post on a pull quote. The content of the podcasts evolved beyond my own recordings to include interviews with selected school librarian leaders.

This photograph was taken at a California beach in May, 2019. The smaller footprints belong to my grandson who was fifteen months old at the time. The larger footprints belong to his dad, my son-in-law. This image came to me when I was walking with them on the beach and thinking about this final MSLL blog post. I knew I wanted to address “next steps” but it wasn’t until I saw their footprints that I realized how I could so.

“A journey of a thousand miles must begin with a single step.” Lao Tzu

Small First Steps
It has often been said that change agents should start small; that the best strategy to sustain long-term improvements is to take measured steps. When you come to the realization that it is time for you and the library program to move forward in a new direction, you are ready to begin a change process. Aligning your steps with the goals of your administrator, school, or district is the most effective way to make sure that your “library” goals will help others succeed. Remembering the charge to serve others serves school librarians well.

Having a plan helps you chart and measure your progress. Developing your plan with school library stakeholders is a wise choice. As a team, you may take two steps forward and one step back, but if you keep your goals in mind, you will always be able to see your reality in terms of forward progress (see Chapter 9: Figure 9.3: Your Plan and Reality.) When missteps and reversals happen, having a supportive team can give you encouragement and ideas for taking a new step and moving forward again.

Each step you take—with purpose—is one that leads to your goal. Your goal may be related to students’ or classroom teachers’ equitable access to the resources of the library and your expertise. Your goal may be a flexible schedule that offers students opportunities for deeper learning through the library program. Your goal may be increasing access to and the effective use of technology tools for learning and teaching. It may involve informal or formal professional development, or grant writing, or an advocacy campaign. Whatever your goal, each step along the way can get you closer to your desired outcome.

“Anything can be achieved in small, deliberate steps. But there are times you need the courage to take a great leap;
you can’t cross a chasm in two small jumps.”
Former British Prime Minister David Lloyd George

Crossing Chasms
Great leaps are possible. These steps require courage; they also require a community of support. Large-scale change in any school should be led or colead with the school principal. Again, aligning “great leaps” with initiatives underway at the site or district level gives “library initiatives” a leg up.

One leap that many elementary librarians have taken involves scheduling. Flexible scheduling allows for school librarians to reach their capacity as leaders, instructional partners, information specialists, and teachers. A flexible schedule based on classroom-library collaboration for instruction makes deeper learning for students possible. It also helps school librarians measure and document their impact on student learning outcomes. Without this evidence, school librarians’ value may not be recognized.

One leap that secondary librarians have taken involves classroom-library collaboration for instruction; it involves coteaching with classroom teachers in more than one subject-area department. Classroom teachers and school librarians plan for learning from an interdisciplinary perspective. “Each disciplinary perspective contributes specific concepts or findings as well as specific modes of thinking to shed light on a particular problem” (Wineburg and Grossman 2000, 27). This type of learning design mirrors they way people work and live outside of school (see also Chapter 5: Figure 5.1: Cross-Discipline and Discipline-Specific Questioning Matrix).

The “size” of your steps forward may be irrelevant. Their impact on teaching and learning depends on the culture and goals of the community you serve. Only you, along with library stakeholders, can decide if a step is a small one or a big one. Plan, take action, reflect, revise, and repeat in order to bring your vision into reality.

Advocacy and the School Librarian Leadership Blog
Each school librarian is the representative of the profession for the students, educators, administrators, families, and community members they serve. In your daily practice, you show others why a state-certified school librarian is an essential member of every school faculty. With your expertise and extensive literacies toolkit, you have the opportunity to fill a niche that would otherwise be lacking to the detriment of students, colleagues, and families.

The blog posts I have authored and the podcasts I have published to support a year-long book study are available and linked from the menu at the top of School Librarian Leadership. com. These resources will be available for future MSLL book readers. In many ways, for me, this feels like the end of an extra long teaching semester.

When I taught at Texas Woman’s University, I often pulled out and posted this quote at the end of each semester. (It is one that I had hanging in our library office when I was a practicing school librarian.)

“True teachers use themselves as bridges over which they invite their students to cross; then, having facilitated their crossing, joyfully collapse, encouraging them to create bridges of their own.”
Nikos Kazantzakis

In your role as a school librarian leader, I know you will build bridges/connections for learning with the students, colleagues, and families you serve. I know you will reach out into the wider community of librarians and library stakeholders to move our profession forward. The school librarian profession is in good hands with professionals such as you who are continuously developing their craft, deepening their knowledge, and growing their leadership.

I invite you to use the MSLL book study posts and podcasts in any way that supports your work. I also invite you to continue following this blog. My posts from June 10th on will be aligned with the courses I’m teaching, research, events, and issues related to effective professional school librarian leadership.

Thank you for reading and listening and most of all, for leading.

Work Cited

Wineburg, Sam, and Pam Grossman. Eds. 2000. Interdisciplinary Curriculum: Challenges to Implementation. New York: Teachers College Press.

An Effective Teaching Force

When marketing the expertise of the school librarian and services of the library program, it is imperative that we find out what our administrators, colleagues, students, families, and community want and need. While stakeholders may have numerous specific needs for resources and tools, there may be one thing everyone agrees upon.

Every school needs an effective teaching force.

An Effective Teaching Force
An effective teaching force contributes positively to school climate and embodies the school culture. Effective educators build positive, supportive relationships with students, colleagues, and families. They create a welcoming environment in their classrooms, libraries, and labs. They spread welcome in the hallways, at student performances, and athletic events. They are committed to creating a climate in which learners and learning can thrive. In such a school, the library is a “hospitable” space for learning, teaching, meeting, and simply hanging out.

Effective educators also have shared values and practices that create and sustain the school culture. Through open and honest communication, educators collaboratively reach, revisit, and revise agreements regarding the core teaching and learning practices based on shared values. They have contributed to and embody the school/school district’s vision, mission, and goals. They are team players who know it takes an entire village to raise joyful (and effective) readers, writers, and thinkers.

Educators Matter
According to the RAND Corporation organization, one of the least-biased research and reporting non-profits in the U.S., teachers matter.

  1. Teachers matter more to student achievement than any other aspect of schooling.
  2. Nonschool (sic) factors do influence student achievement, but they are largely outside a school’s control.
  3. Effective teachers are best identified by their performance, not by their background or experience.
  4. Effective teachers tend to stay effective even when they change schools (RAND).

In short, effective educators help level the playing field for students.

School librarians are about equity of access to the resources students and educators need for success. Equity, however, applies to intellectual as well as physical access. Getting a book or a resource into the hands of a student is an essential first step, but it does not ensure that reading and learning will follow. Students need the tools to make sense of text. They need comprehension strategies, opportunities to discuss their learning with peers and experts, and support in making connections to school-based learning and taking action in the world outside of school. Equity requires vigilance and continual instructional improvement.

Continuous Improvement, On-going Assessment
As the lead learner in a school, principals are deeply invested in and charged with elevating the instructional proficiency of classroom teachers, specialists, and other certified staff, including school librarians. To that end, school librarians can be principals’ partners in providing formal professional development and job-embedded informal PD that results in improved teaching and learning opportunities for students.

A focus on “development” suggests that learning is about change over time. “Viewing learning as a never-ending journey that students and educators undertake together keeps the focus on development (assessments) rather than on a final destination (evaluation)” (Moreillon 2018, 110). While students’ standardized test scores may occupy an overrated top slot in the hierarchy of evaluation, wise educators focus on the daily relationships they build with students; They focus on improving their ability to spark students’ curiosity and help them find their inner motivation to pursue learning. Wise educators focus on their own skill sets in order to improve the school-based learning lives of students. They focus on a continuous cycle of assessment, feedback, and improvement.

School librarians are partners with principals, classroom teachers, and specialist colleagues on a continuous improvement, on-going assessment journey. School librarians can commit to improving their own ability to learn and lead. This is how an effective teaching force is developed and sustained. In fact, that is precisely how school librarians achieve their capacity to influence and improve teaching and learning their school communities.

Questions for Discussion and Reflection

  1. What is your commitment to supporting all of your colleagues in reaching their capacity?
  2. How do you frame your contribution to other educators’ learning (and your own instructional improvement) such that your principal and school community value the role you play in school improvement?

Works Cited

Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. Chicago: ALA.

RAND Education and Labor. nd. “Teachers Matter: Understanding Teachers’ Impact on Student Achievement.” https://www.rand.org/education-and-labor/projects/measuring-teacher-effectiveness/teachers-matter.html

Community Connections

I believe a school librarian’s first order of business is serving as a leader within the school building itself and then within the school district. The focus of Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy is librarian leadership that benefits students, other educators, administrators, and families within the school building and district.

That said, instructional leadership and advocacy are two areas in which school librarians’ leadership activities can extend into the community outside the school building. When the greater community is aware of the school library program, advocacy appeals for more resources, staffing, and other types of support will be supported by local businesses, non-profit and civic organizations, and by voters.

Instructional Community Connections
School librarians can be the connectors who bring the resources of the community into the school building. Human resources are often overlooked by busy educators. Bringing in guest speakers and experts in their fields builds bridges for learning and perhaps future career choices for students. School librarians can coordinate or work with a school community liaison to facilitate volunteer tutors and other services offered by individuals and non-profit groups.

Taking students and learning out into the community is another area for school librarian leadership. Field trips to public and academic libraries, museums, universities and colleges connect students to community resources that can support learning. Getting outside the school building and visiting parks and nature preserves or attending fine arts performances enriches students’ lives.

Off-campus student jobs and internships are other ways school librarians can support student learning. As a high school librarian, I wrote a number of reference letters for library aides and other students who were seeking employment or apprenticeships. Based on my experience of students’ work ethic and willingness to learn, I could confidently recommend them to business owners and community organizers.

Community Advocacy Connections
There is no question that the community outside the school building can provide powerful support in advocating for the school librarian’s position and the library program. The more students and educators are out in the community the greater the community’s knowledge of their talents and their needs. When students share their learning, musical or other talents at a school board meeting, parents, voters, and the press are there. In a small school district where I served in a combined junior high/high school library, I co-sponsored and sponsored two sets of student presentations. One was a classroom-library online literacy circles collaboration; the other was the library geek squad who researched and presented the need for computer upgrades.

Making sure the school district and local town/city press cover the contributions of the library program to student learning helps educate the community about the vital learning and teaching facilitated by the school librarian. This will take a strategic and concerted effort on the part of the school librarian and school/district administrators who understand the literacy and learning value added. If and when the school board decides to address a budget shortfall by eliminating school librarians, there should be a hue and cry.

Community and Sustainability
When the school and school library are positioned in the community as sites for literacy and learning opportunities, school library programs have a greater opportunity to survive in the ever-changing, ever-evolving education landscape. It is up to each and every school librarian to make the commitment to sustaining a program that is worthy of stakeholders. “Developing excellence in school library programs and a credible collective advocacy story is a path to sustaining the vitality, integrity, and the future of our profession” (Moreillon 2015, 26).

Questions for Discussion and Reflection

  1. What are the benefits of maximizing community connections?
  2. What connections are you making with resources, including human resources, to bridge school and community?

Work Cited

Moreillon, Judi. 2015. “Quick Remedies Column: Collaborative Library Stories. School Library Monthly 31 (8): 25-26.

 

Collegiality and Teamwork

Chapter 9 Podcast: Sustaining Connections in a Collaborative Culture

Collegiality and teamwork are essential for future ready educators. In a collegial work environment, coworkers see each other as “companions” or equals. They cooperate and share responsibility for their collective goals and objectives. Collegiality implies friendship, caring, and respect for work mates. Teamwork implies that colleagues work together in an effective and efficient way to accomplish a task or achieve a goal. Members of a team may make unique contributions to the success of the work but all will take “credit” for the outcome.

Peter Senge and his colleagues note that “schools that learn” are in a continual process growth and change. As such, educators in these schools must exhibit collegiality and engage in teamwork in an open and trusting environment. Through developing shared values and common agreements, formal and informal school leaders ensure that the environment remains conducive to collective work.

Competitive Collaboration
It may seem counter-intuitive but principal leader George Couros advocates for a bit of competition among colleagues. He promotes what he calls “competitive collaboration,” in which “educators push and help one another to become better” (Couros 2015, 73). “Competitive collaboration” can help ensure that faculty learn with and from one another, cheer for each other’s achievements, support each other as team members who take risks individually and collectively, fail forward, and grow.

“Competitive collaboration” requires a high level of trust. The willingness to risk and fail in front of one’s colleagues is not easy for most adults. When principals, as lead learners, are the first to demonstrate this level of openness and transparency, it will be easier for faculty members, including librarians, to follow suit. In an environment of trust and shared commitment to each other’s growth, the result of competitive collaboration can be improved student learning and continuous improvement in educators’ instructional practices.

Sharing Data
“Along the way, faculty will share their practices and student learning outcomes data more openly. They will coplan, coteach, and collectively reflect on practice. They will build deeper and more trusting relationships in a culture of continuous learning” (Moreillon 2018, 50). If educators are to succeed at solving individual instructional challenges and schoolwide issues, they must openly share data. Again, it is not easy to actually document a misstep or failure.

Still, sharing data can be a pathway to engaging colleagues in helping individual educators reflect on their practice in new ways. Others can “show” us our teaching from another perspective and suggest strategies for revising our instruction, changing up resources, or making other improvements that can better meet students’ needs. Principals and supervisors can take this role. When we break down the walls between our classrooms and libraries, coteachers can also offer new perspectives on thorny issues.

Building Capacity
Creating the conditions in which all members of the learning community can reach capacity is a primary function of the school principal. School librarians can colead alongside their principals in capacity building. They “can serve as models for continuous learning while they engage in professional development (PD) with colleagues. School librarians help all library stakeholders reach their capacity” (Moreillon 2018, xiii).

One of the on-going challenges for school librarians is that they are not necessarily working in contexts that allow them to achieve their capacity or help students, classroom teachers, and administrators reach theirs. In a fixed schedule library where school librarians are providing planning time for classroom teachers, school librarians cannot achieve their capacity as instructional partners. School librarians who lack library staff, especially a full-time library assistant, cannot fully serve their learning communities if they spend their days doing clerical work rather than teaching. School libraries without adequate budgets cannot provide students, educators, and families with up-to-date books and resources to meet their academic and personal learning needs.

As noted in Chapter 8, leadership and advocacy go hand in hand. School librarian leaders will continuously advocate and enlist stakeholders in advocating for the most effective library scheduling, staffing, and budgets. They will use their voices and influence to build and sustain effective library programs in which collegiality and teamwork can thrive.

Questions for Discussion and Reflection

  1. What is your response to George Couros’s idea of “competitive collaboration”?
  2. What are your/your principal’s specific behaviors that build trust in your learning community?

 

Works Cited

Couros, George. 2015. The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead in a Culture of Creativity. San Diego, CA: Dave Burgess Consulting.

Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. Chicago: ALA.