Professional Book Review: Collection Development for School Librarians

In her book, An Introduction to Collection Development for School Librarians (ALA 2019), Mona Kerby offers school librarians a solid text with which to guide collection development to achieve the maximum benefit for the students, educators, and families they serve.

The ways school librarians select, provide access, promote, and integrate resources is an expression of social justice, a core value of librarianship.

Twelve Tasks for the First Weeks of  School (2-4)
Every new school librarian or librarian who is new to a building or district will want to follow Kerby’s guidelines in this section. I especially appreciate her insistence that “all learners must check out books and materials the first week. Teach lessons that are simple, memorable, and positive” (3). Note: She uses the term “lessons” not “orientations.”

One of the tasks Kerby recommends is skimming the district’s school librarian handbook. She gives a list of 14 subtopics that should be found in that resource. I don’t know how many times librarians have posted to our distribution lists asking people to share their administrative handbooks or at least the topics within it. When I taught School Library Media Center at Texas Woman’s University, students in my course created a handbook as a way to learn about school library administration. So, if you are one of those librarians who does not have access to one, this section in Kerby’s book can help you create one that is useful in your practice.

Selection and Reconsideration Policies
Selection criteria are at the heart of collection development. Kerby offers a list of criteria that could and should be included in a district selection policy (24-25). She also provides the bread crumbs to access ALA’s Selection and Reconsideration Policy Toolkit and summarizes it (25-26). Endorsed by the Intellectual Freedom Committee in 2018, this is a must-read and follow guideline for that section of a library administrative handbook.

The chapter entitled “How Do I Turn a Complaint into a Positive?” is must-reading (and re-reading) for novice and seasoned librarians alike (69-72). Building relationships, active listening, and modeling respect are essential in remaining true to library values while valuing the perspectives of all members of the learning community. I especially appreciate this word of caution: “Please don’t censor your collection because you’re afraid that a complaint might happen” (italics preserved 72).

Aligning Resources with the Curriculum
In the book, Kerby provides two sample curriculum charts—one at the elementary and one at the high school level (20-23). She describes how these charts could be created in terms of grade levels, topics, and length of units of study for each. “You can make a questionnaire asking these same questions—what, how many, and when—and then tabulate the responses, but not only are you creating more work, you’re also missing any opportunity. Talking to the educators gives you the opportunity to listen, plan, and collaborate” (24). I totally agree with her recommendation to actually sit down with colleagues to create or confirm and elaborate on a curriculum map for the entire school.

Labeling Books with Reading Levels
Kerby reminds school librarians that the ALA document “Labeling Systems: An Interpretation of the Library Bill of Rights” warns against the use of labeling systems that violate the privacy and choice of readers. “Prejudicial labels are designed to restrict access, based on a value judgment that the content, language, or themes of the resource, or the background or views of the creator(s) of the resource, render it inappropriate or offensive for all or certain groups of users” (ALA 2015). Reading-level labeling in school libraries violates the privacy and may restrict readers’ choices and should not be used. (One alternative for the elementary grades is to place reading levels inside of books where readers can privately access them as needed.)

Quotes and Examples from the Field
One of the strengths of An Introduction to Collection Development for School Librarians is that Kerby weaves quotes and examples from practicing school librarians throughout the book. District-level school librarian supervisor Jennifer Sturge, Calvert County, Maryland, encourages school librarians to develop engaging first lessons followed by book checkout from the very first day of the school year (5). Gail Dickinson, Old Dominion University, Virginia, offers an analogy between weeding the collection and curdled milk (49), Margaret Gaudino, Montgomery County Public Schools, Maryland, offers a list of the twelve databases she provides for students and educators at her elementary school (63).

The book also includes writing prompts and reflection questions with pages where readers can record their practices, thoughts, and questions within the book itself.

I highly recommend Mona Kerby’s thoughtful and practical introduction to collection development to all. .

Work Cited

Kerby, Mona. 2019. An Introduction to Collection Development for School Librarians. 2nd ed. Chicago: ALA.

Professional Book Review: Dare to Lead

In her book, Dare to Lead: Brave Work. Tough Conversations. Whole Hearts (2018), Brené Brown sets out to answer this question: “What would it look like to combine courage, connection and meaning with the world of work?” (2018, xvii). This question could and perhaps should be asked by all of us. Brown’s research process includes conducting and analyzing interviews. When asking senior business leaders what they would change, if anything, about the ways people are leading today, they replied, “We need brave leaders and more courageous cultures” (2018, 6).

Brown defines a leader as “anyone who takes responsibility for finding the potential in people and processes, and who has the courage to develop that potential” (2018, 4). I believe this is what school librarian leaders do as we develop our own knowledge and skills and use our toolkits to influence others to help all library stakeholders, including ourselves, to reach our potential, our capacity.

Four Skills Sets
According to Brown, there are four skill sets at the heart of daring leadership: rumbling with vulnerability, living into our values, braving trust, and learning to rise. In her book she describes each of these in detail. Here is a snapshot:

Rumbling with Vulnerability: “Courage and fear are not mutually exclusive. Most of us feel brave and afraid at the same time” (2018, 10). In a “rumble,” people show their vulnerability, risk what is important to them, in order to build, honor, and keep relationships open while solving problems (addressing the hard stuff). Learning to feel fear and refusing to let it armor or stop you helps you demonstrate courage and influence the courageous behaviors of others. Rumbling with vulnerability is taking the risk being truly “seen.”

As Brown notes, “developing a disciplined practice of rumbling with vulnerability gives leaders the strength and emotional stamina to dare greatly” (2018, 167). She shared a brief case study vignette of Dr. Sanée Bell, principal, Morton Ranch Junior High, Katy, Texas. Bell, a principal who is rumbling with vulnerability said this, “I changed the narrative of our school by growing power with people through distributive and collaborative leadership, and by empowering others to lead. Ultimately, being true to who I am as a person, respecting my journey, and owning my story have given me the opportunity to lead in a deeper, more meaningful way” (2018, 181). According to the school’s website, Ellen Barnes serves as the school librarian. I would love to talk with her about working and coleading with her principal.

Living into Our Values: I think the leading quote for this section is so very true. “Who we are is how we lead” (2018, 165). I believe that our core values in librarianship are “who we are” and are our source of strength and power. When we remain true to our values, we can respond to tough conversations and difficult situations.

As Brown writes, “living into our values means that we do more than profess our values, we practice them. We walk our talk—we are clear about what we believe and hot important and we take care that our intentions, words, thoughts, and behaviors align with those beliefs” (2018, 186). She provides three steps toward this practice. First, we must be able to clearly articulate our values. Brown defines this as integrity. “Integrity is choosing courage over comfort; it’s choosing what is right over what’s fun, fast, or easy; and it’s practicing your values not just professing them” (2018, 189). Secondly, others must see our values evidence in our behavior. And thirdly, we must develop empathy for others and cheer them on while practicing self-compassion for our own steps and missteps toward consistently practicing what we preach.

Braving Trust: Brown cites Charles Feltman who authored The Thin Book of Trust. Feltman defines trust as “choosing to risk making something you value vulnerable to another person’s actions” (quoted in Brown 2018, 222.) Trust is at the heart of relationships and must first be given to others in order for it to develop.

She provides seven categories in her “Braving Inventory,” behaviors that demonstrate trust: establishing boundaries, reliability, accountability, value (keeping confidences), integrity, nonjudgment, and generosity (225-226). Trusting requires courage and “building courage with a partner or in a team is more powerful than doing it alone” (Brown 2018, 227).

Learning to Rise
Resilience is essential for all of us today and is especially critical for decision-makers. “Grounded confidence is the messy process of learning and unlearning, practicing and failing, and surviving a few misses” (2018, 165). Leaders will inevitably make missteps. Owning and learning from mistakes is the hallmark of a true leader.

Standing Up for Our Values
For me, Brown’s work speaks to the need for all educators and school librarians, in particular, to stand up for our values. In our role as leaders, our library values will be put to the test if decisions are made that limit students’ access to the library or threaten their privacy or confidentiality; if books or other resources are challenged or banned, or students’ choices for reading materials are restricted in some other way. When we lead from the library as the center for literacy learning, our values will be tested.

Brown writes that daring leaders who live into their values are never silent about hard things. “Our values should be so crystallized in our minds, so infallible, so precise and clear, and unassailable, that they don’t feel like a choice—they are simply a definition of who we are in our lives. In those hard moments, we know that we are going to pick what’s right, right now, over what is easy. Because that is integrity—choosing courage over comfort; it’s choosing what’s right over what’s fun, fast, or easy; and it’s practicing your values not just professing them” (2018, 189).

There is abundant food for thought in Brené Brown’s work. I invite you to dive in and find the wisdom she has collected through her research and consulting practice. Read Dare to Lead: Brave Work. Tough Conversations. Whole Hearts or Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone (2017). Search for her TED Talks or YouTube videos. You will find inspiration for our work.

Work Cited

Brown, Brené. 2018. Dare to Lead. Brave Work. Tough Conversations. Whole Hearts. Vermillion: London.

Side Note: In the month of February, I will write about Brown’s Dare to Lead section focused on empathy (pp. 118 – 163). For me, this was one of the most powerful components of the book. For school librarians, her work in this area relates directly to relationships with library stakeholders as well as to collection development.

Professional Book Review: The Age of Accelerations

For the month of January, I will be reviewing professional books. In December, 2019, I had the opportunity to read from my ever-tall stack of professional books. I am reviewing them this month in hopes that you may have read them and will make a comment, or you will be inspired to seek out these titles and read them (and then make a comment).

The Inspiration
I have long been a devotee of Thomas Friedman. I “found” Thank You for Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations, published in 2016, at just the right time and am so glad to have read it now when, like many of us, I need a bit of optimism. This New York Times bestseller earned additional recognition including the Wall Street Journal’s “10 Books to Read Now” (in 2016!) and one of Kirkus Reviews’ “Best Nonfiction Books of the Year.”

Friedman opens this book with the inspiration for the book’s title. While waiting for someone who was late in arriving for an appointment with him, Friedman had twenty minutes “to spare.” With nothing else on his calendar and not knowing when the person would actually arrive, he sat quietly with his thoughts. These moments of reflection were when he made connections among thoughts that had been on his mind… and the thrust of this book was born.

The Age of Accelerations
Friedman is spot on with his conclusion that in the “age of accelerations” very few, if any, of us can keep up with the rapid pace of change. In Friedman’s view, 2007, the year the iPhone was introduced, marked the beginning of this “age.” In the book, he elaborates on three accelerations that have, since then, stretched humankind beyond our limits:

  • Technology (Moore’s Law)
  • Globalization
  • Climate Change

When describing technology acceleration, Friedman makes the connection to Moore’s Law, which states that computer processing speeds double every two years. He also talks about the “Supernova,” better known to us as “the cloud.” And for better or worse, good or evil intent, Friedman notes the Supernova serves as amplifier of human behavior.

Global markets have changed the employment and economic landscape for people, businesses, and corporations around the globe. He cites many corporate thinkers in this book; this quote on the topic of globalization stood out to me: “Our institutions spend so much time working on how to optimize returns on financial capital. It is about time we started thinking more about how to optimize returns on human capital” (Auguste Copra, cited on page 238).

Mother Nature is Friedman’s personification for climate change and the loss of biodiversity. We have, very tragically, breached the 350 parts per million of carbon dioxide in the Earth’s atmosphere (See 350.org) and cannot ignore the impact of human activity on our shared home. Friedman notes that there will be over 9 billion people on the planet by 2050 (when my grandson will be just twenty-eight-years old). Of that 9 billion, a growing number will be climate refugees. “Globally, 1 in every 122 humans is now either a refugee, internally displaced, or seeking asylum. If this were the population of a country, the report said, it would be the world’s twenty-fourth biggest” (report from United Nations Refugee Agency in 2016).

K-12 Education Connections
Clearly, technology is a driving force in education today. With all of the benefits of the Supernova at their disposal, K-12 students and educators have many opportunities to positively influence their own future and the future of the plant. Friedman notes that successful youth (and adults) are those who take advantage of all the free and inexpensive tools and flows coming out of the Supernova.

As we all know, the current and future workforce will require continuous learning. “Mother Nature is the opposite of dogmatic—she is constantly agile, heterodox, hybrid, entrepreneurial, and experimental in her thinking” (303). School librarians could use this phrase to describe and self-asses our work with students, classroom teachers, specialists, and families.

I appreciate that Friedman discussed “ownership cultures” in the context of the teaching profession. In ownership cultures, people must first and foremost own their work and learning. He included this quote from Andreas Schleicher, who runs PISA exams: Successful schooling systems have a “high degree of professional autonomy for teachers… where teachers get to participate in shaping standards and curriculum, and have ample time for continuous professional development” (322). They are successful because they are engaged with the tools of their own craft, rather than serve like chefs whose only job is to reheat someone else’s cooking (322). Amen.

The Need to Pause, Build Empathy, and Re-connect
These three accelerations result in the imperative to exist (and thrive?) in a constant state of destabilization (35). This requires flexibility, adaptability, and necessitates reflection. While technology has made waiting obsolete, succeeding today requires patience—the patience to think and reflect. When you pause in the age of accelerations, you have the opportunity to reflect, rethink your assumptions, reimagine what is possible, reconnect with your most deeply held beliefs (Dov Seidman, CEO of LRN, quoted on page 4).

Friedman discusses the need for members of our global society to build empathy—to be able to see the world through another person’s experience. He quotes a Talmudic staying: “What comes from the heart enters the heart.” (13) and notes that caring ignites caring; empathy ignites empathy (152). He also notes the need for human contact that includes face-to-face interaction.

He warns that: “In the age of accelerations, if a society doesn’t build floors under people, many will reach for a wall—no matter how self-defeating that would be” (153). Cultures must address people’s anxiety about the present and the future. We must offer one another a “home.”

I have always thought of libraries as “homes” for their communities—places where they have to take you in, places that are “family.” “It is so much easier to venture far—not just in distance but also in terms of your willingness to experiment, take risks, and reach out to the other—when you know you’re still tethered to a place called home, and to a real community” (452-453).

Work Cited

Friedman, Thomas L. 2016. Thank You for Being Late: An Optimist’s Guide to Thriving in the Age of Accelerations. New York: Farrar, Straus and Giroux.

Professional Connectedness 2019

As we bid farewell to 2019, I am pausing to share my gratitude for just some of the professional learning opportunities I have taken this year—from the local to the global. In his book Renegade Leadership: Creating Innovative Schools for Digital-Age Students, Brad Gustafson writes about the importance of relationships and connectedness. “It’s important to point out that connectedness extends beyond traditional face-to-face relationships. Connectedness also includes how we build culture and community beyond the walls of our school through digital means” (Gustafson 2017, 19).

The reflection that follows includes both face-to-face and online connectedness. I am grateful for the sense of belonging and service that these collegial relationships and opportunities have provided. Thank you to all of you who have helped me continue to learn, create, share, and grow in 2019.

Local Advocacy Efforts
Tucson Unified School District (TUSD) School Librarian Restoration Project
Thanks to the support of TUSD Superintendent Gabriel Trujillo and the Governing Board Members, five state-certified school librarian positions will be posted in the spring of 2020. Members of our project worked with the TUSD Human Resources Department to revised the school librarian job description. Our project will support HR in recruiting effective candidates for these positions. We have also been invited to the table when the new strategic planning committee begins discussion in January, 2020.

Additionally, we are grateful to the School Community Partnership Council and the Educational Enrichment Foundation for their support. Also, we extend our thanks to the Arizona Daily Star for publishing two op-eds in 2019 in support of our work.

Literacy matters every day

Committing to a brighter future for Arizona’s children

State-wide Advocacy Efforts

Teacher Librarian Division (TLD), Arizona Library Association (AzLA)
At the AzLA Conference in November, 2019, I had the pleasure of co-presenting an advocacy session with Pam Rogers and Erin MacFarlane. I also keynoted a half-day workshop for school and public library youth librarians. In both cases, our focus was on advocating for full-time, professional school librarian positions.

In this coming year, we will be focusing on increasing our membership, our impact through administrator/school board conference proposals/presentations (American Association of School Librarians State-Level Leaders work), and the “Dear Arizona Voters Writing Contest,” a building- or district-level essay writing project resulting from classroom-library collaboration.

National Reciprocal Mentoring Activities
Lilead Project
For the past two years, the West Coast Lilead Team has given me the opportunity to learn with and from district-level school librarian leaders: Claudia Mason (Fontana, California), Janet Wile (Fresno, California), Jenny Takada (Beaverton, Oregon), and Trish Henry (Mead, Washington). Thank you for sharing your leadership journeys with me.

Dr. Pam Harland’s Dissertation Chair
It was my pleasure to learn from working with Dr. Pam Harland to complete her dissertation this fall. Pam expertly presented and passed her defense (with flying colors) on Wednesday, November 20, 2019. Pam has already begun sharing the results of her dissertation research, “Investigation into the Leadership Behaviors of School Librarians: A Qualitative Study,” in articles, conference presentations, and hopefully, in a forthcoming book chapter. Her work will influence the practice of school librarian leaders.

Online Graduate-Level Teaching
After a three-year hiatus from graduate-level teaching, I applied to teach for the iSchool at the University of Illinois, Urbana Champaign. In 2019, I taught two courses for the school: IS445: Information Books and Resources for Youth (for both school and public youth librarians) and IS516: School Library Media Center. I had the privilege of learning with thirty-eight graduate students who have given me confidence that the future of our profession is in capable (and collaborative) hands of librarians with empathic hearts. Thank you for teaching me.

American Association of School Librarians (AASL)
This past year, I chaired the AASL School Librarian’s Role in Reading Task Force. Our task was to revisit and re-envision four position statements related to the work of the school librarian and the school librarian in helping students grow their love of reading and learning, build their reading proficiency and ability to make meaning from texts, and use their literacy skills to think critically and create new knowledge. In six short months, our task force developed what we believe is a clear, concise, and empowered position statement. We submitted our work to the AASL Board today. Thank you to Molly Dettmann, Christina Dorr, Mary Moen, and Sam Northern for your collaboration, commitment, and passion for this work.

AASL Conference 2019
I had the good fortune of kicking off the Educators of School Librarians research symposium: Researching and Educating for Leadership. I also co-presented two concurrent sessions and shared a solo presentation at the AASL Conference. Co-planning with others to share information, experience, and insights builds our understandings and relationships.

Taking Our Case to Decision Makers: Effective State- and District-Level Advocacy
Deborah Levitov (on the right) moderated our panel presentation. Three members of the panel shared their state-level advocacy work: Kathy Lester, Michigan, Pat Tumulty, New Jersey, and Christie Kaaland, Washington State. I shared our district-level work in TUSD.

Collaborate! To Build Influence
This was my solo presentation. I am delighted that several participants have been in contact with me regarding their cadre’s Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy book studies. I will be providing webinars, conversations, and support for their leadership and advocacy work in 2020. (A special thank-you to my ALA Editions editor Jamie Santoro, pictured above, for her unfailing support for my professional books.)

Collaborate, Evaluate, Advocate: Tales from the Trenches in Assessing Readiness for Change
I had the opportunity to moderate a panel presentation for four Lilead leaders who contributed articles in the January, 2019, Knowledge Quest “Assessment” issue: Jenny Takeda (Beaverton, Oregon), Jennifer Sturge (Calvert County, Maryland), Misti Werle (Bismarck, North Dakota), and Carolyn Foote (Austin, Texas). Each of us presented further adventures in assessment and leading for change.

International Association of School Librarians (IASL)
Although I had presented at two IASL conferences held in the U.S., participating and sharing at the 2019 conference held in Dubrovnik, Croatia was an even-more empowering experience. In my October 30, 2019 blog post IASL 2019 Reflection, I shared the impact this learning opportunity had on me. I am in contact with several “Empowered Leadership: Building Connections for Transforming Teaching and Learning” participants and look forward to continuing our global conversations.

I want to especially thank IASL President Katy Manck for spearheading a collaborative, international effort to reach out to the International Literacy Association with questions about including school librarians and librarians in their recently published “Children’s Rights to Excellent Literacy Instruction.” Thank you for your leadership, Katy.

2020
“Like a world-famous trapeze artist would never attempt a brand-new death-defying act for the first time without a net, neither can we find the courage to lead without the help of others. Those who believe what we believe are our net” (Sinek 2019, 218).

I am looking forward to continuing to learn and taking action alongside my colleagues near and far as we co-create a brighter, equitable literacy learning future for the children, teens, and communities we serve. Thank you for being my “net.”

Works Cited

Gustafson, Brad. 2017. Renegade Leadership: Creating Innovative Schools for Digital-Age Students. Thousand Oaks, CA: Corwin.

Sinek, Simon. 2019. The Infinite Game. New York: Portfolio/Penguin.

Gifts of Windows and Mirrors

“Humans don’t make our stories, it’s stories that make us human (paraphrasing Amiri Baraka). It’s not until we know the stories of each other that we embrace our humanity. When I know the stories of my people and my culture, that’s when I become human myself” (Hyland 2016).

I was fortunate to publish my first book written for children in 1997. After three years in the submission-rejection cycle, the contract for Sing Down the Rain seemed like a miraculous gift. Kiva publisher/owner Steve Hill mentored me through the publishing process, and I, in turn, mentored our illustrator Tohono O’odham artist Michael Chiago through the illustration process. I had the critical and additional blessing of being mentored by respected Tohono O’odham elder Danny Lopez who ensured cultural accuracy in my poem.

This collaboration resulted in a book that shares the saguaro fruit harvest and rainmaking ceremony of the Tohono O’odham (Desert People) in the context of the ecology of the Sonoran Desert, where I’ve now lived for thirty years. The book is dedicated to the children of the Tohono O’odham Nation for whom it provides a mirror of their cultural traditions and the beauty of our desert home. The book also offers a window into a culture that is little-known outside of the Southwest.

Sing Down the Rain was in print for fifteen years. During that time, O’odham students performed the choral reading of the poem on and off the reservation. Some of their audiences were family and tribal members; some of their audiences were non-O’odham people. Non-O’odham students also performed the poem in schools and communities. Michael and/or I attended these performances, signed books, and celebrated with choral readers and their families. When publisher Steve Hill retired, the book went out of print in 2012.

The Window: Walden School, Louisville, Kentucky
Last spring, I received an email from an art teacher in Louisville, Kentucky. The Walden School is an independent K-12 school. A first-grade student and his mom had selected Sing Down the Rain as a read-aloud to share with his class. The art teacher followed up the reading with a weaving art activity. She sent me photos of the reading and students’ artwork. As it happened, I was planning to be in Louisville in November to attend a conference. I asked if the Walden School would be interested in an author visit.

On November 12, I had the gift of sharing Sing Down the Rain and oral storytelling with K-4 Walden students. I met Ben and his mom and learned that he had repeatedly requested she read the book at bedtime; he described it as a lullaby. Sing Down the Rain offered Walden students who had never met an O’odham child a window into O’odham culture. They had the opportunity to “see” another culture and a desert environment through Michael’s illustrations and the words in my poem.


The Mirror: Ha:san Preparatory and Leadership School, Tucson, Arizona
Just a few weeks later, I had an email from two high school teachers who asked me to meet with their students who were preparing to perform Sing Down the Rain. The Ha:san Preparatory and Leadership School is a bicultural, community-based school that infuses elements of Tohono O’odham language, traditions, and Native history in the curriculum. I was able to share with the teachers that Regina Siquieros and Angie Saraficio published a version of the poem with O’odham words.

On December 12, one month after the visit to Walden School, I had the gift of sharing with Ha:san students how Sing Down the Rain came to be—the process of writing, publishing, and sharing the book. I shared how I worked with Tohono O’odham artist Michael Chiago to design the illustrations. I gave examples of how Danny Lopez helped me correct errors in my understanding of O’odham cultural traditions in order to portray the rainmaking ceremony as authentically as possible.

The students asked me questions, including why I wrote the book. I showed them the books that had been on our library shelves in 1991 when children were bused from the San Xavier District of their reservation to an elementary school where I served as the librarian—books written by anthropologists or books that perpetuated stereotypes of Native peoples. The poem I wrote and later the book we created was intended to offer all O’odham youth a positive reflection of their culture.

“Literature transforms human experience and reflects it back to us, and in that reflection, we can see our own lives and experiences as part of the larger human experience. Reading, then, becomes a means of self-affirmation, and readers often seek their mirrors in books” (Bishop 1990, ix).”

#OwnVoices
Sing Down the Rain was intended to be a seed. At the time it was published, I hoped that other books would be written and illustrated by Tohono O’odham and traditionally published. Then, these windows could help O’odham youth see their culture reflected in many books. And children living in other parts of the country and around world would learn about the O’odham and their culture.

When families, librarians, other educators, and publishers are considering the critical importance of mirrors and windows, I hope they will support the #ownvoices movement and infuse children’s worlds with the grand diversity of humanity—written and illustrated by people who have first-hand knowledge of the culture and experiences being described.

As the author of four books for children and families, I am grateful for the mysterious and miraculous ways my writing can touch the hearts and minds of others. At Ha:san, one student asked me why I didn’t write about his experience as an O’odham teen living in Tucson today. In all of my author visits with middle and high school students, I invite future published authors and illustrators to pursue writing and drawing—specifically for children. I hope this is the story this young man will write.

I have faith that more books will be published until one glorious day all voices are heard—and all people are seen as essential to our shared human experience.

Works Cited

Bishop, Rudine Sims. 1990. “Mirrors, Windows, and Sliding Glass Doors.” Perspectives 1 (3): ix–xi.

Hyland, Ezra. 2016. The African American Read in from NCTE: Podcast, https://www.blogtalkradio.com/edutalk/2016/01/27/the-african-american-read-in-from-ncte

Photographs of Author Visits Used with Permission

End of the Semester Reflection

Monday evening was the last virtual synchronous class session for IS516: School Library Media Center. This week iSchool graduate students will be sharing their course learning in an online discussion forum . As a co-learner in this class, I am taking the opportunity to reflect here and will share this post with the class.

Time
There never seems to be enough time to accomplish all that we set out to do in a single class. All educators must prioritize. Inevitably the instructor’s values combined with the course description and stated student learning outcomes figure into those decisions.

Course Content and Textbook
To put this course in context, IS516: School Library Media Center focuses on instruction through the library program. Currently at the iSchool, school library administration topics are addressed in students’ practicums and in a general library management course. It was this focus on instruction that led me to apply to teach this course.

This was a golden opportunity for me to use my book Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018) in a graduate-level course for school librarians. I feel luck to have had this opportunity.

I believe the book offered students a framework for exemplary practice. Each of the chapters fit into a flow of knowledge, skills, and behaviors that can lead school librarians into leadership roles on their campuses. Last June at ALA, I received one of the highest compliments of my career from a colleague who teaches school librarians at another university. She said, “We recommend your book to prospective students. If they see themselves serving at this level of leadership, we encourage them to enter our program.”

For me, the downside of using my book was that we could not take full advantage of the discussion questions, activities, and reflection prompts. The book was intended to be read one chapter a month, digested, and reflected upon over a nine-month period. Some of the questions, activities, and prompts are most effective for practicing school librarians rather than candidates. That said, I hope students in IS516 and other preservice courses will keep, revisit, and use the book in their practice of school librarianship. Perhaps they will share it with a principal or other decision-maker to start a conversation about how school librarians can serve as leaders.

Pre- and Post-Course Surveys
I asked students to complete a pre-course and a post-course survey. All students completed the pre-course survey; fourteen out of nineteen completed the post-course survey at the time of this blog post.

On the survey, I listed in alphabetical order the five roles identified by the American Association of School Librarians and asked students to rank them in importance: information specialist, instructional partner, leader, program administrator, and teacher. While leader remained number one by a narrow margin, both information specialist and instructional partner increased their rankings in the number one and number two slots. I assume this was a direct result of the content of this course and the assignment tasks as well.

The survey asked: “In your role as a school librarian, who will be your most critical ally and advocate, and why?”

Position  Responses
Classroom Teachers

7

District Level Librarian Supervisor and Site Instructional Leader

1

Principals

4

Teachers and principal

2

I believe the focus on instruction in this course put the emphasis on classroom teacher colleagues. I agree that classroom teachers and school librarians must collaborate and coteach in order to move the work of the school librarian into the center of the school’s academic program. This can be started without the explicit support of the school principal. But in terms of long-term success, in my experience and in school library research, the principal’s support for the school librarian and the library program are absolutely essential.

Students’ Top Priorities and Lingering Questions
The survey asked: “What is your top priority in maximizing school librarian leadership?” It was compelling to me that many students’ top priorities and their lingering questions were directly related. Top priorities included increasing understanding and gaining respect for the roles of the school librarian, the perception of administrators and colleagues that the librarian is an equal partner with classroom teachers, building relationships, and launching collaboration.

Many lingering questions focused on how to begin collaboration conversations and launch coteaching as an expected practice in their buildings. I would ask students to return to the “diffusion of innovations” Activity 2 on page 35 in our textbook. Who are the most promising partners? Who are the most strategic in terms of their ability to influence colleagues? To students who asked about collaborating in large schools, I would recommend identifying someone in the English language arts department, preferably the chair, as a first effort since every student must take ELA-R classes. (That was my strategy when I served in a high school with 1,800 students.)

Others asked about changing school cultures, (traditional) perceptions of school librarians’ roles or teaching as a “solo” activity. Although it seems like a simplistic response, everyone is from “Missouri,” the Show Me State. If you can show the benefits of clasroom-library collaboration to classroom teachers and students, you can begin your effort to create a collaborative culture of learning. When you strengthen that effort by partnering with administrators to help every school stakeholder reach their capacity, you have a recipe for successful change.

One student also wrote about advocating for full-time state-certified school librarians in every school in their district. (I invite you to follow the progress of the Tucson Unified School District School Librarian Restoration Project). Another asked about moving to a completely flexible schedule. Again, advocates for change must demonstrate how the need for professional school librarians and schedules that allow students to access the library at the point of need make a positive difference in student learning outcomes and in classroom teachers’ satisfaction and involvement in the library program and its resources, including its most valuable resource—the librarian.

My Reflection
The first time an instructor teaches a course can involve a steep learning curve. I was happy that I could align my book’s content with assignments that are prescribed for IS516. This course combined content from three courses I have previously taught at other universities. I was able to revise and update resources from those courses and identified or created many additional resources as well.

I created checklists and rubrics for all of the assignments in the course. All teachers learn from the first time out with assessment tools. This semester was no exception for me. Thank you to students for teaching me where the gaps were and where I can (and have) made improvements for next time.

The two-hour weekly synchronous meetings were new to me in a 16-week course. I still find this format challenging in terms of ensuring interactivity in that time slot and keeping our conversations fresh over the course of the semester. I especially appreciated students’ willingness to explore Twitter chats as a learning platform. Our chats were an ideal way for everyone to share in real time. They were also a way for me to learn more about what students were gleaning from the textbook and how they were connecting it to their current and future practice. I hope students will continue to grow professionally using this tool. This semester, I also learned about some new technologies and their applications in classrooms and libraries from students’ work products.

I am grateful to the students in IS516 and for the iSchool for giving me the opportunity to teach this course. I appreciate IS516 students for co-creating a culture of collaboration within our course. From my perspective, the course focus on instruction and my emphasis on leadership through coteaching combined to make this learning experience influential for students’ current and future practice. It also offered me the opportunity to practice what I preach—continuous learning. I will apply my learning in future courses with graduate students and in my work with school librarians practicing in the field.

“The conditions are right and ripe for school librarians to maximize their leadership roles in building collaborative school cultures. There is an urgent need for students, educators, administrators, and community to work together to create dynamic learning environments” (Moreillon 2018, x).

Our profession needs the best prepared candidates to serve school library stakeholders through the library program I believe IS516 Fall 2019 students are prepared to create optimal conditions for teaching and learning and for taking leadership roles in their schools.

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

Image Credit
mrkrndvs. “Isolation vs. Collaboration.” Flickr.com, https://www.flickr.com/photos/113562593@N07/35978055230

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

School Librarians Share and Celebrate

The 2019 AASL conference in Louisville (November 14-16, 2019) was a non-stop, jam-packed learning and networking event for me. Due to meetings, a school visit, and my own presentations, I didn’t have a great deal of “free” time to take full advantage of all the conference presenters had to offer. I suspect that may be the case for you as well.

School Librarians Share!
That is why I am particularly grateful to Nancy Jo Lambert for curating presentations, notes, and links on this Google doc.

I have been dipping into this rich well of learning as I reflect on my own conference experience and further develop my understanding and practice in our profession. Thank you, Nancy Jo.

An Important Session You May Have Missed
That said, I attended a powerful session offered in the very last concurrent time slot for the conference: “Leadership Partnerships.” Misti Werle, Library Systems Innovator, Bismarck (ND) Public Schools (BPS), moderated this session that should have been spotlighted and REQUIRED for every attendee.

Misti brought BPS principals, librarians, a classroom teacher, and an instructional coach from all three instructional levels to share how they are collaborating to meet the needs of the K-12 students they serve. WOW! This is the link to their presentation.

This is what I took away from the session.

  • A whole-school approach results in the most successful outcomes for students.
  • School librarians earn the trust and support of administrators and classroom teacher colleagues by building relationships and helping others meet their instructional goals.
  • Administrators build school librarians’ confidence and leadership skills when they trust and support librarians’ change initiatives.
  • Administrators are focused on helping all educators reach their capacity. This is a responsibility of leaders and one that school librarians can support through collaboration and coteaching.

Congratulations to the “Leadership Partnerships” team:

High School:
Tom Schmidt: Principal
Michael Jacobson: Library Media Specialist
Maggie Townsend: Instructional Coach

Middle School:
Tabby Rabenberg: Principal
Kat Berg: Library Media Specialist
Jenni Kramer: Classroom Teacher

Elementary School:
Brenda Beiswenger: Principal
Alisha Kelim: Library Media Specialist
Stacy Olson: Library Media Specialist

Celebrate!
Along with you, I celebrate the amazing work you are doing in BPS. I wish everyone who attended #AASL19 could have heard your powerful testimonials on the impact the school librarian and the librarian program can have on building an empowered culture of learning and collaboration in our schools.

Thank you and keep on sharing and celebrating!

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

Advocacy 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).

We invite you to join us our chat on Monday, November 11, 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.

November 11, 2019: #is516 Twitter Chat: Advocacy

“Good leaders get people to work for them.
Great leaders get people to work for a cause that is greater than any of them—and then for one another in service of that cause”
(Pearce 2013, 40).

Leadership and advocacy go hand in hand; both are necessary for achieving future ready learning. Leaders seek to influence the attitudes and behaviors of the members of their team as well as other stakeholders in their endeavors. Trust is the foundation on which these changes are built. School librarians can be coleaders with principals to positively affect school climate and culture. They do so through developing trusting classroom-library instructional partnerships.

“Leadership is about social influence, enlisting the engagement and support of others in achieving a common task” (Haycock 2017, 11).  One common task of school leaders is to ensure continuous improvement in teaching and learning. Working together, school leaders and stakeholders are able to transform traditional pedagogy into future ready education for the benefit of students. This is a cause and an effort that requires the commitment and dedication of a team that includes administrators, educators, students, families, and community.

Advocacy begins when library programs are aligned with the vision, mission, and strategic plan for their schools and districts. School librarians match library programs with the agenda and priorities of library stakeholders. Working from that shared vision, mission, and plan, school librarians codevelop a vital, integrated, and results-oriented school library program.

School librarians have the responsibility to educate stakeholders about the value added by their teaching and leadership. They serve as “centralized” instructional partners who work with all school library stakeholders. This global impact gives school librarians opportunities to positively impact learning and teaching throughout the building. School librarians collect and share data and use promotional materials to educate stakeholders about the benefits that result from the learning opportunities that happen through the library program. This is the most effective way to advocate for the library program and build a cadre of advocates among library stakeholders.

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

Q.1: For what instructional improvement would you/are you advocating? #is516

Q.2: What does it mean to make advocacy “an organic part” of your daily practice? #is516

Q.3: How do you embrace advocacy as a long-term activity? #is516

Q.4: What does the term “future ready” learning mean to you? #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!

Works Cited

Haycock, Ken. 2017. “Leadership from the Middle: Building Influence for Change.” In The Many Faces of School Library Leadership, 2nd ed., edited by Sharon Coatney and Violet H. Harada, 1–12. Santa Barbara, CA: Libraries Unlimited.

Pearce, Terry. 2013. Leading Out Loud: A Guide for Engaging Others in Creating the Future, 3rd ed. San Francisco: Jossey-Bass.