Virtual Libraries for preK-12 Students, Educators, and Families

School Library Month, Part 2

During the pandemic when many students were and still are learning through hybrid and remote instruction, many school librarians and library organizations across the country stepped up to share resources and co-create resource portals.

All of them were intended to help students and educators identify online resources and tools without having to completely re-create the wheel for each lesson, unit, or project plan. Instead, they could tap into these portals, adapt them for their teaching and learning purposes, and share them with others.

Sharing resources is a cornerstone of school librarianship.

One of these state-level portals has been around for years; others were developed more recently in response to school closures in 2020. All provide resources specific information and resources that may require log-ins for their in-state users as well as resources generally applicable to users in other states.

None of these sites was intended to replace state-certified school librarians and collaborating classroom teachers who design and guide students in their learning process. In fact, the plethora of resources linked to these portals points to the critical need for educators who help students hone their purpose for and proficiency in searching, analyzing and using information, and creating new knowledge.

INFOhio
INFOhio began in 1989 when a group of school librarians developed a plan to “computerize” Ohio’s school libraries. Their vision:

“Each Ohio PreK-12 student has equal access to high quality digital resources for a successful education and future”

and mission:

“INFOhio transforms student learning by providing equitable access to quality resources and cost-effective instructional and technical support for each student, educator, and parent in Ohio” (https://www.infohio.org/about).

sum up the aims of all of these resource portals: equity of access to digital resources.

The site is organized around pre-K (ages 3-5), K-5, 6-8, 9-12, Parent Tools, and Educator Tools sections. The latter is organized by grade level, subject, item type, training and promotion, instructional trends, and Dimensions of Inquiry. Educators, including school librarians, can also receive various types of training and certifications using these resources.

Massachusetts Virtual School Librarian
Early on in the pandemic the Massachusetts Association of School Librarians (MSLA) collaborated with other state-level stakeholders to create their Virtual School Librarian. Organized in instructional levels, elementary, middle, and high school, the site also includes an educator support section. There are currently 133 Massachusetts Library System LibGuides on the site.

One especially exciting and high-impact service was MSLA’s commitment to answering questions posted to the site within 24 hours. Nineteen members volunteered and were organized to respond within three grade bands—elementary, middle, and high school.

To learn more, read about it in Georgina Trebbe and Deeth Ellis’s 6/1/20 Knowledge Quest blog post: “The Massachusetts School Library Association Launches Virtual School Librarian Website to Help Educators during School Closures.”

New Jersey: SchoolLibraryNJ
This project is newly completed. Led by Rutgers University School of Communication and Information, MI Program, the New Jersey Association of School Librarians, and supported by the State Library of New Jersey with the generous cooperation of Springshare, this site is as deep as it is wide.

Sections of the site include grade bands, resources for parents, educators, administrators, and librarians. I will be sharing the Elementary and the Middle School sections in an Arizona Library Association Teacher Librarian Division Professional Development meeting on Wednesday, April 14th. (Patty Jimenez will be sharing Sora-facilitated high school resources.)

I attended the 3/24/21 webinar in which Joyce Valenza, Grace McCusker, and Michelle Luhtala shared many features of the site. Of particular note, the Administrators section offers AASL and other resources to support you as you educate your administrators about your vital role in education. During the session, Joyce invited librarians to contribute to a Padlet to provide possible additions.

You can read more about the site in Steve Tetreault’s 2/5/21 Knowledge Quest blog post: “School Library NJ: Support for an Entire State – and Beyond!” Steve was responsible for the middle school resources on the site.

Or you can view the EdWeb video recording: The Ultimate Research Guide for All Learners (Including YOU!)

New York City School Libraries System: Connect, Create, Lead
Led by Melissa Jacobs, the NYC School Library System has been at the forefront of providing librarians with resources to support hybrid and remote learning. Their Translation of Practice document guides school librarians in making connections from in-person learning and teaching to remote practice, organized in these categories: Learning and Teaching, Information Access and Delivery, and Program Administration.

Washington (State) School Libraries Tools and Guides
The WA Digital TeachKit is designed to help K12 educators select, understand, and use commonly-adopted digital learning tools in Washington State. It was created by Washington teacher librarians and members of the Washington Library Association School Library Division and led by Shana Ferguson, Christie Kaaland, Hillary Marshall, and Mark Ray. The site is divided into two sections: Tools and Guides.

The Tools section includes frequently used digital tools with information organized by first steps, next steps, instructional design, management, differentiation and adaptation, and hybrid strategies. Some links include Wakelets and other collections of information and tips.

The Guides section is “designed to help educators understand different kinds of digital tools and services and how they can fit into your instruction. If you’re not sure which tool fits which need, these guides are designed to help you make the right choice.”

So, as to be redundant: None of these sites was intended to replace state-certified school librarians and collaborating classroom teachers who design and guide students in their learning process. In fact, the plethora of resources linked to these portals points to the critical need for educators who help students hone their purpose for and proficiency in searching, using and analyzing information, and creating with new knowledge.

Image Created with
kalhh. “Learn Media Internet.” Pixabay.com, https://pixabay.com/illustrations/learn-media-internet-medium-977543/

Literacy Partners Become Advocates

Judi Moreillon Author Visit 2019 Louisville, KentuckyFor as long as I’ve been in the profession (30+ years), advocacy has been a hot topic in school librarianship. Unfortunately, far too often we start our advocacy efforts when school librarian positions are threatened, library budgets are slashed, or scheduling changes inhibit students’ access to the resources of the school library or the expertise of the school librarian.

To ward off these threats to a complete and equitable education for our students, school librarians must be in a continuous cycle of marketing, public relations, and advocacy.

Data Sources
Marketing involves listening to and learning from our library stakeholders. We must understand their needs as well as their perceptions of how the librarian and the library program can help them meet their needs. School librarians often engage stakeholders in surveys to collect these data. Once collected, we analyze the results and make the appropriate changes to our programs.

There are, however, other sources of data that can also guide our school library program decisions. The International Reading Association (ILA) conducts a biennial “What’s Hot in Literacy Survey.” Comparing this larger data set and national trends and initiatives in education to our own local data collection can further guide our program decisions.

The 2019 ILA survey results appeared in a 2020 report that points to three actions school librarians can take to demonstrate how their work helps elevate the literacy learning of students and positions them as literacy partners with classroom teacher colleagues, administrators, and families.

I wrote about these school librarian contributions in my hot-off-the-presses Literacy Today article “School Librarians as Literacy Partners: Taking Action on the What’s Hot in Literacy Report” (2021).

Early Literacy Skills Instruction
Elementary school librarians are in a position to influence outcomes for preschool children in their learning community. In many cities across the country, various governmental and non-governmental bodies are taking up the charge for high-quality early childhood education. Research has shown that children’s positive preschool learning experience put them on a path for academic and life success (U.S. Department of Education).

Here are three examples of supporting preschool children from my own practice as an elementary school librarian (two schools) and literacy coach (one school).

  • At Corbett Elementary (1994-1997), I offered preschool storytimes for the Head Start program that met on our campus. We also earned a grant to create literacy backpacks. Each backpack included at least one book, a journal, a toy or other prop, and literacy learning information for Head Start families.
  • At Gale Elementary (1997-2001), I was a half-time librarian with a full-time assistant. At first, she and I collaborated to plan a weekly storytime and book checkout for the developmental preschool program held on our campus. In a short time, our assistant offered this service on a day when I was not on campus.
  • At Van Buskirk Elementary (2001-2002), I served as the literacy coach. The Spanish-speaking community liaison and I offered a before-school family literacy program for parents. After they escorted their school-age children to their classrooms, we held a storytime and book-making, or other literacy learning experience for parents and preschool-age children.

Equity and Opportunity for All Learners
Equity continues to be a top five critical issue in the ILA survey, and it is a core value of school librarianship. Erika Long and Suzanne Sherman frame the equity chapter in Core Values in School Librarianship: Responding with Commitment and Courage: “Equitable access is a matter of social justice” (Long and Sherman 2021, 3).

Making a commitment and taking courageous action to serve as equity partners to ensure equitable access to rich and relevant literacy learning experiences in our schools is a leadership role for school librarians. While school librarians have been keenly aware of the opportunity gaps that were exposed during school closures, all educators and education decision- and policy-makers have now gotten a wake-up call.

“School closures during the COVID-19 pandemic highlighted the critical need to address equity in terms of access to digital resources and technology devices, which may or may not have been available in classrooms” and students’ homes (Moreillon 2021, 11). These learning tools should have been available through school library programs.

Providing Access to High-quality Diverse Books and Content
School librarians are charged with making access to high-quality diverse books and content universally accessible throughout the school. Librarians must curate a collection of resources that reflect the diversity of the students, educators, and families we serve. We must also expand the collection to include broader national and global perspectives on the human experience.

In our role as instructional partners, we can go the next and critical steps. “We then take our knowledge and commitment—our purpose—and use it to transform the collections throughout the school, including classroom collections and the books chosen as classroom texts. For our students, seeing themselves in the library is not enough—they need to see their rich and whole selves in the curriculum and school community, too” (Stivers, Powell, and Lambert 2021, 34).

Literacy Partners Become Advocates
When school librarians take action to meet the needs of our library stakeholders, we engender advocates for the library program and our role as literacy learning leaders. The relationships we build with our literacy partners combined with the evidence of impact we collect create the foundation for continuous advocacy efforts. Then, when and if there is a threat to educational equity that affects the school library program, our advocates and the data to support our cause will be at the ready.

Works Cited

Long, Erika, and Suzanne Sherman. 2021. “Equity: Equitable Access Is a Matter of Social Justice.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 3-18. Santa Barbara, CA: Libraries Unlimited.

Moreillon, Judi. 2021. “School Librarians as Literacy Partners: Take Action on the What’s Hot in Literacy Report.” Literacy Today (March/April): 10-11. Available at http://viewer.zmags.com/publication/b46eaa78#/b46eaa78/12

Stivers, Julie, Stephanie Powell, and Nancy Jo Lambert. 2021. “Diversity: Diversity in Resources and Programming Is Not Optional.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. Judi Moreillon, 19-35. Santa Barbara, CA: Libraries Unlimited.

U.S. Department of Education. “Key Research Studies on Early Learning Effectiveness.” https://www.ed.gov/early-learning/research

SLJ Summit Recap

Image of Laptop with Bookshelves on the ScreenI appreciate School Library Journal for organizing a purely virtual 2020 Summit. The line-up of content was outstanding with many familiar as well as new (to me) and diverse voices represented. The interface was easy to use. My only regret is that my schedule did not allow me to attend all of the live sessions in real time, which were not recorded for later access.

CORRECTION: The live session recordings are now available! Please don’t miss the recording of “In Conversation with Patrisse Cullors” moderated by Erika Long!

Reimagining School
After a Zoom social and welcome remarks, the opening session “Reimagining School” was a perfect way to launch the day-long conversation about challenges faced and solved for successful remote learning, equitable access to resources, and serving underserved students and families.

The presenters were Susan Gauthier, Director, Library Services, East Baton Rouge Parish School District, Dr. Jacqueline Perez, Assistant Superintendent, Equity, Access & Community Engagement, Riverside (CA) Unified School District, Brian Schilpp, STEM Supervisor, Garrett County (MD) Schools, Marlon Styles, Jr., Superintendent, Middletown City (OH) Schools; the session was capably moderated by Kara Yorio, SLJ News Editor.

Each of these presenters shared their unique teaching and learning environments and highlighted that a one-size-fits-all response to remote, hybrid, or in-person learning during a pandemic is not recommended or even possible.

Susan Gauthier expertly presented the pandemic worldview from the school librarianship perspective in East Baton Rouge Parish, Louisiana. With over 41,000 students, Susan and her librarians’ biggest challenge was scaling their digital collections to meet the needs of all students, educators, and families. She wisely started planning for the closure this fall with a stakeholder survey; the results showed that no one wanted physical book checkouts and all resources would be delivered electronically. Here are the highlights of what Susan shared:

  • Promoting and using e-resources exclusively meant the district had to rethink their reading culture, including orientations to the virtual library, reader’s advisory, and reading challenges.
  • Expanding adoption of e-resources from broad acceptance at middle school to the entire K-12 community was essential and a leadership opportunity to school librarians.
  • The district had benefited from FEMA hurricane funds and built on their “weather resistant” collections, including expanding into nonfiction and titles in Spanish.
  • District librarians made a concerted effort to collaborate with the public library to ensure all students had e-cards that provided access to the public library’s digital collection.

Susan thanked the vendors who provided their district with free e-resources, including MackinVia, TeachingBooks, ABDO, and Follett’s Lightbox.

Here’s one takeaway from each of the other presenters:

Jacqueline Perez stressed the critical importance of taking an asset-based view of each individual student in terms of addressing their needs and engaging them in learning. (Another asset-based view in Riverside district involves the community and volunteers in organizing and staffing learning hubs particularly for homeless or other students who lack adult support.)

Brian Schilpp noted that “aggressive” professional development for educators must be individualized—meeting educators “where they are” is essential. (The district’s drive-in movie theater set-up for sharing information with families is brilliant.)

While all of the presenters talked about the importance of building on the relationships they had formed with students, families, and community, Marlon Styles, Jr. reinforced this truth in all of his comments. His best quote: “Creativity is free!” (Co-creating individual reading plans with students and families is an outstanding way to gain support for youth from the adults in their homes.)

After the session there was a post-panel discussion in Zoom where participants crowdsourced ideas and resources.

I have watched two previously recorded sessions so far.

Nick Glass, founder of TeachingBooks, spotlighted the amazing digital resources offered on the site—232,000+ and rising! In addition to the TeachingBooks search tools, the site offers a Diverse Books Toolkit, Reader’s Advisory, and Library Programming. As an added benefit, particularly during remote learning, sharing tools allow librarians and other educators to connect TeachingBooks resources to their learning management systems.

Watching this resource evolve over the past twenty years has been amazing. If you don’t know and use TeachingBooks, be sure to sign-up for the free trial offered to SLJ Summit attendees.

I also viewed “Vote Woke: Empower Students to Vote with Books and Community Support” by Cicely Lewis, 2020 School Librarian of the Year and founder of Read Woke. (To learn more about Read Woke, connect with Cicely’s blog). In this session, Cicely shared how she engaged high school students in registering themselves and their friends to vote. She stressed how students took the lead in all of the voting initiatives launched at her school. Cicely recommended The Voting Booth by Brandy Colbert (2020) as a must-read title for engaging youth in discussions around voting. She earned a $5,000 MTV Virtual Program Grant and her students had the distinct pleasure of a private Zoom call with former First Lady Michelle Obama and Jenna Bush Hagar.

Cicely was joined by Ron Gauthier, Branch Manager of the Grayson Public Library in Gwinnett County, Georgia. He shared how he and his team have partnered with public schools and the community to provide supplemental materials and programs tailored to their needs. This public library – school library collaboration is admirable and should be replicated across the county.

Sadly, for me, I was unable to attend the final live session of the Summit: “In Conversation with Patrisse Cullors.” Patrisse is an artist, activist, and educator; she co-founded Black Lives Matter in 2013. The movement, now an international organization with dozens of chapters around the world, campaigns against anti-black racism. Patrisse’s memoir When They Call You a Terrorist was a New York Times bestseller. Tennessee school librarian Erika Long moderated the conversation. Erika was part of the ALA Presidential Initiative: Fight for School Libraries, AASL Presidential Initiative Task Force on Equity, Diversity, and Inclusion, and is a co-contributor to the “Equity” chapter in the forthcoming book Core Values in School Librarianship: Responding with Commitment and Courage (Libraries Unlimited 2021).

I turned to Twitter colleagues to get their takeaways from their session (with thanks to them):

Lindsey Kimery @LindsKAnderson Loved the conversation btw @erikaslong & @OsopePatrisse -Young people need to know they have the capability to be leaders right now. Educators need to be on the front lines of supporting the voice and vision of young people- Patrisse Cullors. #blm #sljsummit #mnpslibhack #tasltn

Jennifer Sharp @JenniferSharpTN – “Young people need to know that they have the ability to be leaders right now.” “There is a vibrancy to this moment that is very different than 2016 and everybody feels it.” Loving these thoughts about the activism of young people, @OsopePatrisse and @erikaslong Raising hands Clapping hands sign #sljsummit

Sara Kelly Johns @skjohns Just watched a powerful session at the @SLJ Summit with @erikaslong facilitating a conversation with Patrice Cullors, author of When They Call You a Terrorist. Whew! I am going back for another listen. #sljsummit #BlackLivesMatter

Kathy Ishizuka @kishizuka – An inspired and hopeful note to end on. @erikaslong @OsopePatrisse Peace, and remember to #vote #sljsummit #thankyou

Thank you again, SLJ, for this fine learning opportunity. I intend to make time this week for taking greater advantage of what you have generously offered.

Image Credit
kalhh. “Learn Media Internet.” Pixabay.com, https://pixabay.com/illustrations/learn-media-internet-medium-977543/

#lafcon Learning

Image: Books with a sign: "So many books, so little time."

And so many sessions, so little time!

Last week, I participated in the Library Advocacy and Funding Conference.  I appreciated that the conference organizers made it so easy for people to participate. All of the sessions were pre-recorded and those of us with other obligations on these days could dip and out of the presentations that met our perceived needs. (I also appreciate the access was extended through to the end of the week. Thank you, @EveryLibrary and #lafcon sponsors.)

When I wrote a conference preview last week, I thought I would write about all of the sessions I attended. However, such a post would be too long for this blog space and I did post thank-you tweets for most of the session I attended (see @CactusWoman and #lafcon).

Instead, I want to share my take-aways from two phenomenal sessions: “Small Doors and Broken Windows” presented by Alvin Irby and an interview with Elizabeth A. Davis, president of the Washington (D.C.) Teachers Union. Each of these speakers had so much to share with school librarians, in particular; the following are just the highlights.

Alvin Irby, Small Windows and Broken Mirrors
Alvin Irby, former classroom teacher and part-time stand-up comedian, is the founder of Barbershop Books, a non-profit which he calls an “identity-based” reading program. Barbershop Books puts books selected by Black boys in child-friendly, male-spaces (barbershops) with the goal of all boys seeing themselves as readers.

Mr. Irby puts this work in a context. According to the U.S. Department of Education, 85% of Black male fourth-graders are not proficient in reading. Fewer than 2% of U.S. teachers are Black and a majority of Black boys are being raised by single mothers. Barbershop Books creates the possibility for access to books and Black role models that can help boys identify as readers.

And many of the books these boys choose for the program make them laugh! Mr. Irby cites information from the Scholastic Kids and Family Reading Report. Parents (and likely educators, too) want kids to read books that inspire them to do something good—books with good stories that make kids think and feel. And what do kids want? They want books that will make them laugh—good stories that are humorous.

In that vein, Alvin Irby delivered a critique of the books librarians honor with awards and the lists we curate for young readers. Where are the funny or gross books? You won’t see Captain Underpants or Walter the Farting Dog on these lists, but these are the kinds of books kids who are beginning to identify as readers want and need. (This may be a stinging critique for one of our sacred cows, but I think it is one to seriously consider as we rise to the challenges posed by illiteracy and aliteracy.)

There was so much in Alvin Irby’s session that was memorable and quote worthy for me. Here are two quotes:

“Cultural competency at its core is about humility. It’s about educators/librarians being humble enough to recognize that they (we) don’t know enough to recognize that they (we) don’t know everything that they (we) need to know to make that (reading) experience as relevant and engaging as it could be and that by actually taking time and making space to gain a better understanding of who the audience is and about what’s important to them…”

“If you look at a book list for any child and there are no laugh out loud books on it then I don’t even know what to say other than that book list is not allowing children to see their whole self.”

At the very end of his presentation, Mr. Irby gave librarians a critical key to success. Guest readers will read books differently. If, for example, we want to impact the reading experiences of 4th-grade Black boys, then we should invite Black readers into our libraries to share.

During the pandemic, many authors have given us the gift of reading their own books online (or giving recognizable celebrities permission to read their books). These recordings can be our guest readers. Let’s look for the ones read by Black men if we want to create relevant and engaging reading experiences for Black boys. (And the same practice will be true for any other group of library patrons.)

Whether or not you saw his #lafcon session, I highly recommend Alvin Irby’s 8-minute TED Talk: “How to Inspire Every Child to Be a Lifelong Reader.”

Elizabeth A. Davis, President of Washington Teachers Union (WTU), Washington, D.C.: Interview with John Chrastka, Executive Director, EveryLibrary.org
Ms. Davis: “Education is a civil right.” When she ran for WTU president, Ms. Davis’s platform was to transform WTU into a social justice union that would come to the table with solutions, not just problems, would amply the voices of teachers, and build respect.

She had been an activist educator who taught students how to write letters to decision-makers. In the interview, Ms. Davis tells an inspiring story of a 6th-grade student in her class in 2005 who wrote a letter to the principal asking why the library was closed. He responded that there was no librarian but he allowed the student access to the library during lunch. The girl discovered that the same books that were on the shelve in 1953, when the school was all White, were still on the shelves for her and her all Black and Brown schoolmates. After writing another letter, Representative Elijah Cummings invited the student to the Capitol to present her findings at the 50th anniversary of Brown v. Board of Education.

When schools were on the verge of closing in spring 2020, Ms. Davis asked all teachers to survey their students regarding their tech access. They found 38% did not have computers, and all of them had TVs. Using these data and a commitment to equity, Washington, D.C. schools delivered instruction via TV during spring 2020. Brilliant!

John Chrastka: “Politics is people or money.”

Fully resourced, fully staffed school libraries are a funding issue. WTU sponsors an Annual Fund Our Schools, Fund Our Futures budget campaign to activate parents to speak before the city council in support of school funding. This kind of parent activism could transform how budget decisions are made in every district across the country.

As Ms. Davis noted, leaders must listen to all education stakeholders to learn what matters to them. Ms. Davis found that in Washington D.C. “equity is the thread that connects the dots among school stakeholders.” She also noted that “if logic doesn’t work, shame does!”

I agree with Ms. Davis that educators (especially school librarians) have to realize our power. Through the students we serve in our schools, we are connected to parents, relatives, and caregivers who are voters. Educators must activate voters to change things that aren’t working. We must adopt strategies to change our daily working environments for our own and our students’ and colleagues’ benefit.

Ms. Davis’s advice to school librarians: Look at the power of the services you are providing and where those services are falling short in your school. Then, focus on how your contributions are lifting that up for students and classroom teachers.

This is the second time I’ve heard Elizabeth Davis speak about her leadership and organizing efforts. She is a wonder and her personal stories as a student and an educator are powerful. I wish there was an organization specifically for teachers’ union presidents. If there is/were one, she should be speaking at their conferences and leading their charge.

The D.C. school librarians are doing outstanding work, and it helps their cause beyond measure that they have an advocate like Ms. Davis who will stand up for them and with them and speak truth to power. She is a brilliant impassioned leader. Thank you, @EveryLibrary, for spotlighting her voice and work.

#lafcon 2020
As a no longer practicing librarian, I might not have attended #lafcon without the support of the Lilead Project. I appreciate that they gave me this opportunity.

By participating, I learned that as a literacies and libraries consultant, author, and school librarian advocate there was so much valuable information in the conference for someone like me. Thank you to those in the School Librarians Group who posted reviews of the sessions they attended and engaged in brief exchanges in a discussion forum.

I gained a great deal of knowledge that I will apply in my consulting, writing, and advocacy work. My only wish was that I had had more time to take advantage of more of the session offerings.

Image credit:
Prettysleepy. “Books Library Education.” Pixabay.com, https://pixabay.com/illustrations/books-library-education-knowledge-5430104/

 

100% Online K12 Learning

"We Miss You" Photograph of the Marquee at Collier Elementary School, Tucson, Arizona

Educators and education decision-makers are currently engaged in an unplanned experiment in online learning. The inequity of access to broadband and technology devices that many educators and students have experienced since the Internet came to school has been exposed and finally, one would hope, cannot be denied. Educators and students have struggled for years with the push for the “flipped classroom,” a hybrid of face-to-face and online learning, when far too many young people have not had the ability to access online resources outside of their school buildings.

But those of us on the “inside” know that broadband and devices are far from the only inequities that undermine student learning in 2020.

Like many of us who have been in the teaching profession for decades, I have been wondering and feeling concerned about how school closures are affecting student learning today and will affect learning and teaching in the future. Last week, Nancy E. Bailey posted “Reimagining Teacher Appreciation in 2020: Pushback on the Takeover of America’s School.”

Her article prompted me to post a link to her article on five Facebook Groups commonly followed by school librarians. In addition to the link, I posed this question: “Would 100% of your students (and families) thrive with 100% online K-12 learning?” This question netted 72 comments in two days. One response questioned the political nature of Nancy’s blog post and 71 replied “no” or commented about the specific ways that their students are not being served today and will not be served by 100% online learning in the future.

Learning from Home
In addition to access to individual (or equitably shared) technology devices and high-speed Internet, there are many other socioeconomic and family-specific factors that can support or hinder a student’s ability to succeed online. Here are a few:

  • Food security;
  • Healthcare access;
  • Adults’ work schedules or how losing one or more jobs has affected the family;
  • Older (responsible) siblings and adults available to support students during the times they are expected to be online;
  • Functioning relationships among all family members;
  • Older siblings’ or adults’ ability to support student learning in terms of background knowledge, language competence, and cognitive abilities;
  • Older siblings’ or adults’ ability to provide support for children with special needs;
  • Older siblings’ or adults’ willingness to maintain the routines needed for a supportive learning environment.

Of course, all of these factors were at play when students were coming into school buildings to learn, but they are and will continued to be heightened factors if learning becomes an 100% online endeavor.

Note: Please take a minute or two to read the mother’s response to Nancy’s post, number one in queue.

What Schools Provide
Schools provide a safety net for many children and teens. The pandemic should have made all U.S. adults aware of the social services our district public schools provide far beyond their academic mission and specific curriculum standards-based outcomes. Many schools provide students breakfast, lunch, and supper as well as meals over the summer. Proper nutrition reduces absenteeism and makes a difference in students’ ability to concentrate and learn. No hungry child should be expected to learn on an empty stomach.

Schools provide healthcare services, especially for families who lack sufficient medical coverage. School nurses not only apply band-aids but diagnose common childhood illnesses and refer children and families to free or low-cost providers. Educators, including counselors, notice when youth show signs of emotional stress or emotional or physical abuse. They provide support, referrals, or enact their reporting responsibilities as each child’s needs warrant.

The most effective schools expand and enrich student learning. In addition to classroom learning, those schools provide well-stocked libraries staffed by state-certified school librarians. Librarians connect students with literature that meets their individual reading as well as their academic needs. Librarians integrate the resources of the library into the classroom curriculum; they are literacy teaching partners with classroom teachers. Effective elementary schools also provide music, art, and physical education—each taught by educators with expertise in their subject area as well as child development. Secondary schools provide dance, drama, choir, orchestra, band, and more.

Learning Is Social
When students and educators are together in a classroom, library, or lab, or on the athletic field face to face and in real time, they learn with and from one another in ways that are not quantifiable on standardized tests. Social Emotional Learning (or SEL) has been a focus in many schools and districts for more than a decade. SEL is “the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” (CASEL). For some, parents may be providing support for developing SEL in students’ homes; for others, the school environment may be better suited to this responsibility.

Schools educate the whole child. Students develop their interests and spark their passions in clubs, on sports teams, and by participating in service projects facilitated by educators and coaches. These activities provide hands-on experience in collaborating with others, working toward goals as team players, and expanding their view of post-K12 graduation possibilities. These activities prepare youth for succeeding in the workplace, building strong families, and growing their communities; they prepare young people for life.

In the most effective learning environments, students learn with classmates from diverse backgrounds and with different abilities; they have the opportunity to build understanding and empathy for others. Educators have the opportunity to model and teach respectful, civil discourse through planned discussions and spontaneous conversations that engage students in deeper learning. Turning and facing a classmate or an educator during a conversation is not the same as seeing that person’s face in a thumbnail on a computer screen. In schools, students prepare to be informed and active citizens in our democracy as well as more successful workers and future parents.

While it is unclear whether or not our schools will reopen this summer and in fall 2020, it is important for educators to clearly articulate what K-12 students would miss if they were required to conduct their schooling fully online. It is critical that educational decision-makers involve students, educators, and families in determining how schooling will be conducted in the future.

 

Work Cited

Collaborative for Academic, Social, Emotional Learning (CASEL). “What Is SEL?” https://casel.org/what-is-sel/

Image Credit: Photograph by Judi Moreillon

Social Justice in the Library

Do you believe that everyone deserves equal economic, political and social rights and opportunities? Do you believe in equitable access to these opportunities—meaning that everyone is supported in getting what they need to succeed?

Image: Hands holding a heart with the scales of justiceFor me, access to high-quality literacy learning is a social justice issue. If you believe that access to high-quality literacy learning is an essential right of all children in the U.S. and around the globe, how will you take action for this human right?

Social justice must manifest in the everyday lives of all people. Finding a workable definition for social justice is not an easy task. Many definitions focus on “fairness” and “equalization” but they fail to suggest how (universal) equity can be achieved.

Social Justice in the Library
What does social justice look like in the library? In addition to a diverse collection of resources that is available and barrier-free for all library users, what are the criteria with which we can assess the evolution of our library programs toward social justice? In the time of the COVID-19 pandemic, access to paper print and technology resources for learning through school and public libraries and the work of librarians are two of many areas of inequity and injustice in U.S. society that have been exposed during the current health and socioeconomic crisis. (See @MediaJustice and the #Right2Connect campaign and get involved.)

What are other ways that social injustice in manifest in our schools and libraries? Are we meeting the needs of all English language learners and their families? Are we providing the necessary technology and support to students with special needs? Is our community serving incarcerated and homeless youth? Have school closures finally made voters in our states aware that a large percentage of young people in the U.S. today rely on their school for daily meals? Are many of these injustices based on race and socioeconomic status?

If social justice is to be achieved for children, it is up to adults to ensure that preK-12 students advocate for and enact these rights for youth.

Educating Ourselves
Librarians must first educate ourselves. Project READY is an Institute of Museum and Library Services funded initiative of the University of South Carolina, Wake County Public Schools, and North Carolina Central University. “The primary focus of the Project READY curriculum is on improving relationships with, services to, and resources for youth of color and Native youth.”

As noted in the Project READY glossary: “Social and institutional power is unequally distributed globally and nationally, and may be conferred by one’s gender, race, sexuality, wealth, education, or other means.” If social and institutional power were equally distributed, then social justice would be achieved.

The website offers a “series of free, online professional development modules for school and public youth services librarians, library administrators, and others interested in improving their knowledge about race and racism, racial equity, and culturally sustaining pedagogy” (Project READY).

I believe today during school closures is the opportune time to access the information and resources on this site. Why not invite other librarians or classroom teacher and administrator colleagues to join you in this professional learning opportunity?

Educating Students for Social Justice
With this knowledge and a commitment to continuing to learn and reflect on our practice, we can collaborate with our classroom teacher and specialist colleagues, and public librarian children’s and teen librarians to teach K-12 students the principles of social justice. Two resources may be of particular interest in that endeavor.

Teaching Social Justice
TeachingTolerance.org offers social justice standards to support a K-12 anti-bias education. Educators and administrators can use the Teaching Tolerance curriculum guide “to make schools more just, equitable, and safe.” The standards are divided into grade bands and are organized around four domains: identity, diversity, justice, and action. The curriculum includes school-based scenarios to help students explore anti-bias attitudes and behaviors.

These are examples of standards under each of the domains.

Identify: Students will develop positive social identities based on their membership in multiple groups in society.

Diversity: Students will examine diversity in social, cultural, political and historical contexts rather than in ways that are superficial or oversimplified.

Justice: Students will recognize stereotypes and relate to people as individuals rather than representatives of groups.

Action: Students will express empathy when people are excluded or mistreated because of their identities and concern when they themselves experience bias” (Teaching Tolerance 2016).

A recent EBSCO blog post offers additional resources and connections including a link to a January/February 2020 Knowledge Quest article “School Librarians & Social Justice Education” by Marianne Fitzgerald, Donna Mignardi, Jennifer Sturge, and Sandy Walker. In their article, these coauthors share how they are implementing the Teaching Tolerance Social Justice Standards alongside the American Association of School Librarians’ National Standards for Learners, School Librarians, and School Libraries (2018).

Librarian Activism
As we prepare to return to our schools and libraries this spring, summer, or next fall, let’s consider how we are supporting students, other educators, and administrators in enacting principles of social justice. Let’s make a commitment to be leaders who act on our belief that high-quality literacy learning is an essential right of all children and take action to address this human right for their benefit and for our shared future.

Works Cited

EBSCO. 2020. “Social Justice Education Ideas and Resources for School Libraries,” https://www.ebsco.com/blog/article/social-justice-education-ideas-and-resources-for-school-libraries

Fitzgerald, Marianne, Donna Mignardi, Jennifer Sturge, and Sandy Walker. 2020. “School Librarians & Social Justice Education.” Knowledge Quest 48 (3), https://knowledgequest.aasl.org/wp-content/uploads/2020/01/KNOW_48_3_OE_SocialJustice.pdf

Teaching Tolerance. 2016. “Teaching Social Justice: The Teaching Tolerance Antibias Framework.” https://www.tolerance.org/sites/default/files/2017-06/TT_Social_Justice_Standards_0.pdf

Image Credit:

GJD. “Heart Love Passion Peace Sign.” Pixabay.com, https://pixabay.com/vectors/heart-love-passion-peace-sign-2028061

Equity for All Learners

Last week, I spotlighted one of the top five critical topics from the International Literacy Association’s (ILA) “What’s Hot in Literacy” survey: access to high-quality diverse books and content. In my post “Librarians Curate During the Pandemic,” I provided some examples of how school and public librarians are selecting and annotating online resources to support student learning and teachers’ teaching during school closures.

Image: Equality or sameness compared with equity or fairnessAnother of the top five critical topics was “increasing equity and opportunity for all learners. This topic has most certainly been highlighted both in the U.S. and around the globe during the pandemic. According to U.S. Congress Joint Economic Committee, nearly 12 million K-12 students nationwide lack broadband access in their homes in 2017 (cited in Common Sense Media 2019).

When librarians and classroom teachers are considering the necessity of providing online resources during this crisis, we must not forget that so many young people will lack the means to access those resources. See my March 16, 2020 post “Inequitable Access During School Closures.”

Equity in Classroom Book Collections
It is no surprise to librarians that equity is a top concern of teachers, higher education faculty, researchers, literacy consultants, and administrators. (As it was in 2018 “What’s Hot in Literacy” survey, equity is the top of five critical issues and respondents identify as deserving more attention and focus. When looking more closely at the issue of equity, the Literacy Today article quotes a respondent from Illinois: “educational inequalities are huge in all areas, such as teacher preparation, teacher opportunities for professional learning and development with their peers, adequate resources in terms of classroom libraries, and small class sizes. All of this greatly impacts literacy learning for students” (Bothum 2020, 24)

As a former school librarian and current librarian educator, I was saddened to read this particular comment. While I agree with this person’s assessment of the impact of these resources and activities on student learning, I am frustrated that school libraries and librarians are not mentioned. Classroom “libraries,” which are really “collections” not “libraries,” will never be able to achieve the robust diversity of resources afforded by a well-funded school library that serves the diverse academic and personal reading needs of readers at all instructional levels within a school.

Of course, classroom teachers must provide books and other reading materials in their classrooms. But investing in school library resources results in schoolwide equity. Classrooms will never be able to offer the range of reading resources that a school library can. A well-stocked library and library program facilitated by a state-certified school librarian also reflects a commitment by the school district and community to serving all students, educators, and families.

Access to School Libraries and Librarians
In the area of equity, forty-nine percent of the respondents say they want more support in addressing inequity in education and instruction. While all of the factors cited in the survey are important, I would humbly suggest that supporting fully-funded school library led by an effective state-certified school librarian should be a top priority in every school and district across the U.S. (and around the world). An open school library where students can check out, return, and check out more books and materials to read based on their needs and choices makes a difference in the quantity and quality of students reading.

Ninety-two percent of respondents agree that “educational equity for all students cannot be achieved without instructional equity” (Bothum 2020, 24). An effective professional school librarian who collaborates with classroom teachers to integrate vast array of library resources and coteaches the classroom curriculum can elevate literacy learning for every student in every classroom in a school.

Collaboration to Increase Equity
ILA Board of Directors member Rachael Gabriel notes that “structures aimed at collaborative problem-solving can be used as practice grounds for more equitable conversations because of their emphasis on protocol, participation, and the use of evidence.” When classroom teachers and school librarians share ideas, they further develop their understanding of how to best need the needs of all students. When they coplan, co-implement, and co-assess student learning outcomes, they gather evidence of the effectiveness of their teaching and can make modifications for improvement in their instruction.

Since sixty-one percent of ILA respondents identify collaboration as an area of concern, school administrators around the globe must step up to help provide educators with collaborative planning time with school librarians as well as with classroom teacher peers and specialists.

School Librarian Roles During the School Closures
The American Association of School Librarians (AASL) conducted a survey from Monday, March 30, 2020 to Monday, April 6, 2020. There were 843 respondents representing all fifty U.S. states. (AASL will conduct and report on similar surveys in the coming weeks.) The librarians who responded cited unequal access to technology tools suitable for online learning as a problem during school closures. Librarians reported that students:

  • have full access to technology and Internet for personal use in their home (laptop or desktop computer): 49%
  • have shared access to technology and Internet for use in their home (shared computer): 25%
  • have access through mobile device (tablet, phone): 22%
  • do not have reliable access: 12%
  • do not have any access: 10% (AASL 2020).

The survey captured the many ways school librarians are adapting to changes in instruction and are offering the same services and activities provided during regular school days, including:

  • Offering resource curation and technology tools for “classroom” instruction: 84.89%
  • Expanding online resources: 80.37%
  • Virtual assistance: 82.06%
  • Virtual meetings/collaborative events: 74.29% (AASL 2020).

Please read the entire AASL survey report.

Schools Without Librarians
What the AASL survey could not capture is the lack of equitable access to online learning in schools without state-certified school librarians. We can speculate about what is happening for students, educators, and families in schools where a state-certified school librarian is not on the faculty. To be sure, educators in some of those schools have technology coaches who are helping them transition to fully online learning, but are they collaborating with educators to provide the specific learning and teaching resources needed to student and educator success? In some districts, there may be a “library” or “technology” person at the district-level who is providing some of these services.

However, without a building-level school librarian these services will be hit and miss in terms of the actual needs of students, educators, and families at any given school site. Some of the educators in all of these schools are the very ones who, on the ILA “What’s Hot in Literacy” survey, noted they were looking for instructional equity for all K-12 students.

For example, when schools closed in Arizona, the state superintendent of instruction stated that 100,000 of the 1.1. million students in the state did not have the tools they needed to be successful in online learning. The Tucson Unified School District identified 18,000 families that lacked such tools. (There are around 40,000 students in the district; the number of families is unknown to me but there are only 13 state-certified school librarians serving 86 schools.)

The pandemic has spotlighted inequity in K-12 education. How can we achieve social justice in education if access to broadband, technology tools, library-based elearning resources, and the expertise of school librarians are not universally available to all of our students?

The short answer is we can’t – but what can we learn from this situation, and how can it motivate us to take action going forward?

Note: In this blog post when I refer to learners, they are educators and administrators as well as students. All members of a school community must be learners.

Works Cited

American Association of School Librarians. 2020. “Snapshot of School Librarian Roles during School Closures,” KnowledgeQuest.aasl.org, https://knowledgequest.aasl.org/snapshot-of-school-librarian-roles-during-school-closures/

Bothum, Kelly. 2020. “What’s Hot in 2020—And Beyond: ILA’s Biennial Report Highlights the Topics Most Critical to Shaping the Future of Literacy.” Literacy Today (January/February).

Common Sense Media. 2019. The Homework Gap: Teacher Perspectives on Closing the Digital Divide, https://www.commonsensemedia.org/sites/default/files/uploads/kids_action/homework-gap-report-2019.pdf

Image Credit:

OccupyAwareness. “equality equity2.0.” Creative Commons.org, https://ccsearch.creativecommons.org/photos/9ebc181e-48a4-42c6-ab27-c86854d1ee0a

Librarians Curate During the Pandemic

Image: Handshake word cloud - cooperate, serve, communicate, unite, and moreSince school closures began, school and public librarians have been collaborating to share online resources to support at-home teaching and learning. They have been sharing widely to help other educators, families, and librarian colleagues to help youth continue learning outside the four walls of the school or library building. Librarians are sharing their curation efforts on distribution lists, in blog posts, and on Twitter and Facebook.

The response of the library profession to the pandemic makes a strong case for how librarians can help educators around the world address one of the critical hot topics identified by 1,443 respondents from 65 countries and territories who responded to the International Literacy Association’s (ILA) “What’s Hot in Literacy” survey (formerly annual, now biennial). The goal of the survey is to rank topics in terms of what’s hot (talked about) and what (should be) important at both the community and country levels.

Respondents to the survey identified “providing access to high-quality, diverse books and content” as one of the top five critical topics (Bothum 2020, 24). You can access an online infographic summary of survey and the full report.

Librarians are consciously or not addressing global educators’ critical need for “high-quality, diverse books and content” during the pandemic. That fact contributes to the body of evidence related to the essential role(s) of librarians in education. To my knowledge all of these resources that follow are shared ethically following copyright laws or with permission of the authors, illustrators, or publishers whose work is shared.

Jennifer Brown, Youth and Family Services Manager, Suffolk Public Library, Suffolk, Virginia, has curated spreadsheets focused on author read-alouds, craft, music, and other resources for storytimes, tips for hosting online storytimes, and more.

Sabrina Carnesi, Newport News, Virginia, middle school librarian/school librarian educator, curated the links school librarians shared during the March 24, 2020 American Association of School Librarians Town Hall meeting. Close to 200 (!) resources were curated by Sabrina and shared by colleagues across the country to support virtual instruction while schools are closed:

Haley Cooper, Abbigail McWilliams, Amelia Owdom, and G Trupp, IS445: Information Books and Resources for Youth graduate students at the University of Illinois, Urbana-Champaign iSchool curated a standards-aligned pathfinder of resources for 4th-6th grade students and educators to explore a timely topic during the pandemic: food insecurity and food culture.

Zakir Hossain, teacher-librarian at the ICS Inter-Community School Zurich, Switzerland. curated a libguide with open access ebooks, databases, copyright-free images, and sounds.

Kathy Lester, Plymouth, Michigan, middle school librarian has curated three lists, which she is using with East Middle School Library patrons and has shared these resources on several distribution lists.

eBooks

Storytimes

Other Online Resources

The National Emergency Library (NEL) has made 4M digitized books available to users without a waitlist. These resources can help educators provide students with access to books while their schools, school libraries, and public libraries are closed.

Thank you to these school and public librarians and the NEL for curating/making these resources available to us.

School librarians know that coplanning standards-aligned lessons and units of instruction with our educator colleagues is the ideal way to gather paper print or online resources for students’ learning. We can still collaborate with classroom teachers online during school closures, and we can use our librarian colleagues’ curation efforts as resources for that collaborative work.

Thank you for all you are doing to remain safe and healthy and to provide for your library users. I hope all librarians will continue to curate and share their work with others. We are stronger together, and together, we demonstrate our value to our library patrons even more so during this time of need.

P.S. And if you are looking specifically for online read-alouds for the students, families, and educators you serve, I have embedded additional resources from the 3/23/20 comment section into the blog post.

Work Cited

Bothum, Kelly. 2020. “What’s Hot in 2020—And Beyond: ILA’s Biennial Report Highlights the Topics Most Critical to Shaping the Future of Literacy.” Literacy Today (January/February).

Image credit
Johnhain. “Handshake Regard Cooperatie.” Pixabay.com. https://pixabay.com/illustrations/handshake-regard-cooperate-connect-2009183/

Applying Fair Use AND Honoring Copyright During A Crisis

Last week, I posted “Ethically Sharing Children’s and Young Adult Literature Online.” The point of my post was to make a case for why educators and librarians, in particular, should continue to model respect for the exclusive rights of the copyright holder… even during the current crisis. In this post, I am suggesting ways to do that.

Fair Use = A Librarian’s / Educator’s Perspective
I have heard from a number of School Librarian Leadership.com readers that they do not agree with my perspective and have already posted or have plans to post complete picture book readings or daily chapter book readings on the open Internet. I agree that authors and publishers will most likely not sue them for copyright violations, but for me, that is not the point.

There are a number of copyright experts who proclaim these recordings would fall under Fair Use Guidelines during the pandemic and advise educators to proceed with confidence. Some believe these freely distributed educational recordings should always be allowable under fair use. For two articles written from those perspectives, read:

Jacob, Meredith. (2020). “Reading Aloud: Fair Use Enables Translating Classroom Practice to Online.” (includes a link to register for a webinar Tuesday, March 31, 2020, 1:00 p.m. EDT).

Otsman, Sarah. (2020, March 24). “Online Story Time & Coronovirus: It’s Fair Use, Folks.” Programming Librarian.org.

Copyright Media Warning Exclamation Point ImageFrom a Copyright Holder’s Point of View
As a copyright holder myself, I take another view. I believe that creators, whether they are famous authors, little known authors, or student authors, should retain the rights that are given exclusively to copyright holders, even in this crisis.

“Copyright provides the owner of copyright with the exclusive right to

  • Reproduce the work in copies or phonorecords;
  • Prepare derivative works based upon the work;
  • Distribute copies or phonorecords of the work to the public by sale or other transfer of ownership or by rental, lease, or lending;
  • Perform the work publicly if it is a literary, musical, dramatic, or choreographic work; a pantomime; or a motion picture or other audiovisual work;
  • Display the work publicly if it is a literary, musical, dramatic, or choreographic work; a pantomime; or a pictorial, graphic, or sculptural work. This right also applies to the individual images of a motion picture or other audiovisual work.
  • Perform the work publicly by means of a digital audio transmission if the work is a sound recording.

Copyright also provides the owner of copyright the right to authorize others to exercise these exclusive rights, subject to certain statutory limitations” (U.S. Copyright Office).

I am the author of four published picture books as well was professional books for educators and librarians. Two of my picture books are written in rhyme. I have heard adult readers butcher my work by reading it in a strict singsong cadence as one might recite “Twas the Night Before Christmas.” Listening to my work presented in this way is personally painful.

In 2011, I published a VoiceThread partial reading of Sing Down the Rain for a Book2Cloud Challenge offered by David Loertscher. The reading includes the book’s artwork created by Michael Chiago; I purchased Michael’s paintings as well as the copyright to those illustrations. I have not recorded a reading of the poem in my picture book for the families of young children. I do not own the copyright to the illustrations in Read to Me/Vamos a leer.

Ethical Ways to Connect to Our Students and Families
I realize that many educators and librarians want to make personal connections with their students and families during these uncertain times. An educator’s recording of a read-aloud published behind password protection or on a publicly accessible platform would not be interactive without youth present. I don’t see the advantage of educators recording themselves when so many authors, illustrators, and publishers are stepping up within their copyright holder rights “to authorize others to exercise these exclusive rights, subject to certain statutory limitations” (U.S. Copyright Office).

Using technology tools, especially those that can be easily accessed on smartphones for students and families who lack computers and tablets, is a laudable goal. I believe there are many ways to keep those connections going AND to honor the exclusive rights given to copyright holders. Here are a few ideas.

The read-aloud resources on last week’s blog post are ethically shared resources that could be used to substitute for the educator’s read-aloud. (Many others have been made available since that post.)

  1. Educators can create an introductory homemade video that welcomes viewers.
  2. In their introductory videos, educators can also share public domain songs, fingerplays, movement activities, or make other connections to the author’s video recording as they would in a face-to-face storytime.
  3. They can invite listeners to use comprehension strategies such as “before you watch this video or listen to this podcast, what do you already know about…” Or “after you watched this video, think about… Do you want to phone someone (maybe a friend or relative) or write a letter to someone to tell them about this story and what it made you think of?”
  4. Educators can offer a public space (a blog, wiki, social media platform) for listeners to share their responses to the reading.
  5. Educators can record booktalks and create book trailers (while observing copyright), or use trailers provided by publishers/authors. They can link talks and trailers to the ebooks to which students have access. Later, they can repurpose these talks and trailers as ethical examples for students to view when creating their own talks and trailers from home or when back at school in the physical space of the classroom or library.
  6. Your ideas? Please post in the comment section below.

Honoring the Rights of Our Heroes
We librarians are fans of authors/illustrators. We stand in long lines at conferences to get books signed for our students (and for ourselves). We follow children’s and young adult literature creators on social media. We hold author/illustrator events in our libraries and promote, promote, promote the work of our author-illustrator heroes.

As noted in the SLJ article “Publishers Adapt Policies to Help Educators,” most publishers are asking that our personally made and published recordings of their copyrighted material be available behind password protection. (This is always an application of Fair Use; the password protection is like closing the door to your classroom or library.) Publishers such as Scholastic have given specific instructions to inform them of the publicly published work and have given a sunset time when educator-made videos must come down.

Considering the current copyright provisions and fair use guidelines, I believe that we must consider both perspectives, those of the creators and our own educator perspective, as we negotiate this challenging time. As librarians, I believe we must hold ourselves to a higher standard. If you don’t agree with the exclusive rights of copyright holders, work to change them. If you apply the temporary exemptions offered by publishers, follow their guidelines and pull down your videos when requested to do so.

I hope we can work together to come up with long-term solutions that allow us to connect with our library stakeholders electronically, provide them with remote literature-centered literacy services, and still honor the intellectual property rights of creators.

And let’s make sure that those solutions address the technology gap as well as the needs of youth with disabilities.

Wishing you all the best as you stay safe and healthy,
Judi

Work Cited

“Copyright Basics.” Copyright.gov. https://www.copyright.gov/circs/circ01.pdf

Image Credit

Clkr-Free-Vector-Images. “Copyright Media Warning Exclamation Point.” Pixabay.com. https://pixabay.com/vectors/copyright-media-warning-exclamation-40846

Ethically Sharing Children’s and Young Adult Literature Online

The focus of this curated list of resources is to ethically share children’s and young adult literature online. I have been an online educator for twelve years. I am a staunch defender of creators’ rights to their work and hold the graduate students in the courses I teach to a high standard. It is a violation of copyright for individuals to record and distribute read-alouds of copyrighted works. As noted in last week’s post, librarians and educators will likely not be sued by the creator(s) or the publishers if they do so, but that’s not the point. The point is to model respect for the rights of the copyright holder.)Books Read Monitor Online ImageIn “normal” times, fair use does not cover public distribution on the open Internet. Fair use can only be applied when book reading recordings are available behind password protection. In that case, the password-protected space is considered a “classroom” or “library.” School Library Journal and Kate Messner recently posted various publishers’ guidelines applicable during the pandemic. (You will note that the majority stress password protection.)

Kate Messner posted “Publisher Guidelines for Fair Use for Online Read Alouds.”

School Library Journal posted “Publishers Adapt Policies to Help Educators.”

All of the links curated below provide ethical ways to share children’s and young adult literature online. Many of these resources were collected by Worlds of Words Board members who teach undergraduate-level and graduate-level children’s and young adult literature courses. (Thank you especially to Kathleen Crawford-McKinney for her annotated list.)

I have added some additional resources that have come across my screen in the past week. All of these resources are useful to students, classroom teachers, librarians, and families.

Access© – Read Aloud Canadian Books Program provides links to resources Canadian book publishers are making available during the pandemic. (Added 4/10/20)

American Family Stories offers short retellings of oral stories by storyteller Joe McHugh. You can subscribe to his 3- to 6-minute stories or simply drop in and listen. (Added from comments section 4/6/20)

Paige Bentley-Flannery, Community Librarian, Deschutes Public Library, created a webpage “Children Authors Read Aloud and Other Facetime Events.”

Children’s Book Council curated a list of publishers who have provided links to online learning resources. “From fiction to non-fiction, STEM books to graphic novels, book publishers have created a wealth of content to support educators, librarians, booksellers, parents, and caregivers,” these resources are freely accessible on the Internet. (Added from comments section 4/6/20)

Betsy Diamant-Cohen, creator and director of Mother Goose on the Loose (MGOL) early childhood resources, has given permission to freely share MGOL resources on the open Internet. (Added 4/6/20)

Digital Children’s Book Festival: After the Tucson Festival of Books was cancelled, Ellen Oh and Christina Soontornvat organized a virtual festival, which will be held on May 1-2, 2020.

EPIC Reading offers educator registration with student sign-ups. You can find books that are read aloud, or the text that you turn the pages when ready. Educators can set up collections of books and assign them; this gives students free access to digital books, including novels.

The International Children’s Digital Library offers children’s literature from around the world written in multiple languages.

Kid Lit TV offers a read-aloud corner with authors reading their own books. They also have a section called “Storymakers” with author interviews. For Children’s Book Week, they published a section called Creator Corner, where they have authors explaining their creative process.

Lunch Doodles with Mo Willems: Mo is doing a “doodle” hour every day from 1:00 to 2:00 p.m. Eastern time weekdays. He will take questions on his work or look at your own doodle (available live for two more weeks). You can also access the archive of previously recorded shows. Great way to get to know this Author/Illustrator.

Make Way for Books offers an app with stories for preschool children in English and Spanish that adults or older children can read to younger ones.

Parents Magazine: U.S. children’s divisions of Penguin Random House, Penguin Young Readers and Random House Children’s Books, in partnership with Meredith/PARENTS, are launching READ TOGETHER, BE TOGETHER. It is a series of daily virtual story times with bestselling and award-winning authors and illustrators, and celebrity readers. (Added from comments section 4/6/20)

Rex Ogle: Aiden Tyler, Quaran-teen – A Webcast “Serial” with Author Rex Ogle sponsored by Junior Library Guild begins tomorrow, March 24. You must register.

School Library Journal:Kid Lit Authors Step Up to Help Educators, Students, and Parents.”

Kwame Alexander is sharing on his website.

Laurie Halse Anderson has set up a Twitter hashtag #QuarantRead book club where readers can ask her questions.

Jarrett J. Krosoczka is sharing on YouTube every weekday at 2:00 p.m.

Grace Lin is sharing on her YouTube channel.

Dav Pilkey is sharing drawing demonstrations and fun activities. (Added from comments section 4/6/20)

Simola Live
Beginning March 23, authors and illustrators are sharing their work online.

Society of Children’s Book Writers and Illustrators has published a page with links to authors reading their own work.  (SCBWI is offering other types of online resources as well.)

Storyline Online publishes professionally produced children’s books read by actors.

While it is critical that school librarians provide children’s and young adult resources online for students, educator colleagues, and families, it is important we not lose sight of the ethical use of ideas and information. As noted in last week’s post, it is also critical that we keep our commitment to equitable access  foremost in our minds.

TeachingBooks.net has developed a “Book & Reading Engagement Kit: Home Edition portal with Student/Educator-Adult/Institution access. It includes a large collection of activities and resources and some read-alouds. (Added from comments section 4/6/20)

Image Credit

Geralt. “Books Read Monitor Online.” Pixabay.com. https://pixabay.com/photos/books-read-monitor-online-3659791/