Candidate for AASL President, 2019-2020

Last Friday, the American Association of School Librarians (AASL) announced the 2018 candidates for AASL President-Elect.

As quoted in the announcement, “I am honored to be invited to run for the position of AASL President-Elect. If elected, I will conscientiously facilitate the work of our professional association and serve with passion and purpose to ensure a leadership role for school librarians and libraries in the literacy ecosystem of today and tomorrow.”

AASL has been my professional home since I started my Master’s degree program way back in 19XX. 😉 I was well schooled in the critical importance of our national organizations ALA and AASL as essential to the effectiveness and success of my own practice of librarianship. Our associations continue to give us a national voice while they support our efforts for continual growth and development at the building and district levels as well.

I am in the process of constructing my campaign wiki. While putting together information for the Bio page, I reflected on some of the most empowered opportunities I have had to serve our national associations. After nearly three decades of involvement, I have served in many capacities and reaped many benefits. These are just a few of the highlights.

•  Serving as an elementary school librarian during the exciting years of the National Library Power Project set my course as a collaborating educator committed to building effective classroom-library instructional partnerships (1993-1997).

•  I had the amazing opportunity to serve on AASL’s @your library® Committee from 2002-2004. Through this experience, I developed an understanding of advocacy and made lifelong librarian colleagues and friends across the country.

•  In 2008-2009, I served as the chair of AASL School Librarian’s Role in Reading Task Force. We created a toolkit and drafted the Position Statement on the School Librarian’s Role in Reading that was adopted by the AASL Board and was included in Empowering Learners: Guidelines for School Library Programs (AASL 2009).

•  I served on the 2009-2010 Pura Belpré Book Award Committee, a year during which our committee had only 36 titles to consider. This experience solidified my commitment to diversity in library collections and in advocating for increasing diversity in children’s and young adult literature publishing.

•  Throughout my career, I’ve had many opportunities to collaborate with outstanding public library children and teen librarians. I am pleased to be a current member of AASL’s Interdivisional School-Public Library Cooperation Committee. Representatives from AASL, ALSC, and YALSA serve on the committee. We have created a soon-to-be-published toolkit that demonstrates and support collaboration among librarians who serve young people.

Clearly, serving on AASL and ALSC committees has been a rich source of professional learning for me.

2018 School Libraries Resolution
As noted in last week’s post, I made this resolution for 2018:

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

I actually wrote this resolution before accepting the invitation to stand for the position of AASL President-Elect. If it’s possible to be even more committed to this resolution, I am!

AASL announced all of the candidates who are running for the Executive Board and other association positions in 2018. Please learn about all of the candidates and exercise your right to vote as a member of the only national association for school librarians.

Thank you.

 

2018 Resolution Message

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

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

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

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

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

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

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

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

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

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


2018 Resolution

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

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

Thank you for asking, Carl.

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

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

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

All the best in 2018,
Judi

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

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

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

Image Credit: Wordle.net

Everybody Is On Commission

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

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

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

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

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

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

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

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

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

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

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

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

Works Cited

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

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

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

Leadership Shapes the Shore

My husband and I just returned from a two-week visit to England. During our trip, I took an almost complete technology-free sabbatical, answering only the most pressing email and not engaging with social media at all. My goal was to take a break from thinking about my book revisions (the result of the title change and plans to include the new AASL national standards) and my place in the great scheme of school librarianship. I wanted to know if other thoughts would occupy my mind.

Still, I seemed to find messages in the scenery that spoke to me about our profession. (I guess I have found my true “why”! Okay, so I didn’t give up reading on the trip. Read my take-aways from Simon Sinek’s Find Your Why in next week’s post.)

After we hiked the Jurassic Coast from the Chesil Beach in West Dorset (just one of the four gloriously sunny days we enjoyed during our travels), we drove to the seaside town of Seaton in East Devon.

This photograph shows one of two metal sculptures that demarcate the entrance to the boardwalk.

“The shore shapes the waves.”

A photograph of the other sculpture is below.

At first, these two complementary ideas spoke to me about how school librarians must respond to and interact with “the shore,” the ever-changing environment in which we live and work. Our actions within this environment are “the waves.”

There are positive aspects to being mindful of our school, district, state, and national trends and priorities. When we situate our work within those larger contexts, we align the library program with other people’s goals and may be able to reach our capacity to influence teaching and learning toward a future-ready direction.

This may be especially true for future ready librarians who are serving in school districts that have taken the Future Ready Pledge. A commitment to change, growth, and improvement in instruction presents leadership opportunities for these librarians. The waves they make land on a hospitable shore – an environment and school culture where they have support for enacting future-ready learning.

On the other hand, for far too many of school librarians, “the shore” can act as an impediment to such progress. Understaffing, fixed schedules that prevent school librarians and library resources from meeting the just-in-time learning needs of students and colleagues, the lack of collaborative planning time during contract hours, inconsistent or non-existent leadership at the district level, and more can create an undertow that limits our opportunities to make positive change. Such a shore can undermine our opportunities to change, grow, and lead.

“The waves shape the shore.”

To my mind, for most of us, this idea is a stronger metaphor for future-ready school librarian leadership. Rather than being at the effect of our environment, school librarians must be proactive in building a continuous learning environment and culture in our schools.

Through our work as leaders we must shape the shore. We must design library programs and guide our schools and districts as well as our state and national associations in shaping learning environments that “work for” students and educators.

Cohort 2 Lilead Fellows are engaged in the first of four leadership courses. In the current course, participants “identify an issue in their school or program that is important to their school, district, or state’s priorities, examining and planning practical and tangible ways the school library program can help address the issue. They will identify new ways of thinking about their library programs and how they can lead in change efforts at the building-, district-, and state-levels.”

This requires transformational change—not merely tinkering but targeting our “waves” to shape “the shore.” Our future leans more toward this message. We must use the force of our unique areas of expertise, our waves, to collaboratively create a receptive shore for change. This requires us to build connections between the library and the classroom, between curriculum and resources/tools, between and among educators, between school, home, and community.

School librarians must be proactive in offering ever more relevant, engaging school-based learning opportunities for future-ready students and in supporting the teaching and professional growth of our future-ready colleagues and administrators.

Image Credit:
Photographs from Judi Moreillon’s Personal Collection

Influence and Pre-Suasion by Robert Cialdini

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Works Cited

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

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

Start with Why, Part 2

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

Before participating in the Lilead Project Summer Institute in Norfolk, Virginia, I had no intention of extending my review of Simon Sinek’s book Start with Why. (See Part 1 published on 7/17/17.)

But last week, twenty Cohort 2 Lilead Fellows, four Cohort 1 speakers and other supporters, the Lilead Project Team, and five mentors  (of which I am one) spent four days thinking and talking about, writing and revising our “whys” in terms of the Fellows’ Lilead projects.

Throughout this process of connecting the purpose and value of school librarianship to goals for their projects, Fellows had support for pushing their thinking and connecting their “whys” to their personal and professional values and to their school districts’ priorities.

During the week, John Chrastka from EveryLibrary shared information and strategies related to the importance of political literacy, particularly in terms of the Fellows achieving their project goals. (EveryLibrary is registered as 501(c)4 social welfare organization and supports library organizations around the country in achieving their goals.) John said this, “Our concern is on the basics: fix the disconnect in districts that say they want successful schools and fully prepared students but don’t fund their libraries or hire qualified librarians.”

John noted that for many library supporters a librarian “who cares (about other people’s literacy needs and welfare) is a proxy” for supporters’ own desire/need to care. These people comprise the “library party” and believe that the library is a transformational force in their communities. Everyone in the room agreed that passionate librarians are “true advocates for lifelong learning.” These connections apply directly to the “whys” Lilead fellows are addressing with their projects.

The Fellows were asked to write about their values related to education and librarianship, their vision for their school/district, why they do this work, and what happens if they don’t do it. All of these thinking activities connected and reconnected to their “whys.”

When the Fellows were asked to share the key ideas that frame their projects, the similarities in their “whys” were very exciting. This is what I heard in terms of key concepts: issues (access/budget/resources/staffing) related to equity (7), cultural responsiveness (2) a subset of equity, librarians as instructional/digital leaders/building capacity (5), advocacy/changing perceptions/increasing visibility (3), K-12 curriculum (2), and increasing future-ready learning spaces (1).

To “see” the Fellows’ “whys” expressed in these ways leads me to believe that the school library profession can coalesce around a shared overarching “why.” With a collective “why,” the “what” we do and “how” we do it may look different in different schools and districts but the benefit of an overarching “values-based approach” (John Chrastka) can help school librarians work within a shared values framework. It can help us identify and build coalitions. It can help the Fellows elevate their projects because they are based on authentic truths—on the school library profession’s shared values.

Thank you to Simon Sinek for giving us the “why” prompt as a stimulus to our thoughts, discussions, and the feedback we shared with and received from one another.

Thank you to John Chrastka for teaching us about political literacy and helping us apply these principles to help us achieve our goals for and with our library stakeholders. We look forward to learning more with you.

Thank you to Roger Rosen, president of Rosen Publishing, for joining us in Norfolk and for sponsoring our learning with John. We are grateful.

Resources
EveryLibrary.org. Newsletter Subscription.

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

Sweeney, Patrick PC, and John Chrastka. Winning Elections and Influencing Politicians for Library Funding. Chicago: ALA Editions, 2017.

 

 

 

 

Educators Chat about Making Notes

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Cha-ching!

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

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

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

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

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

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

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

#AASL 65th Anniversary

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

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

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

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

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

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

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

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

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

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

Works Cited

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

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

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

Image Credit: Twibbon provided by AASL

#AASL Social Media Superstars

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Works Cited

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

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

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

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

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

Empowerment and Transformation

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

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

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

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

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

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

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

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

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

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

Libraries led by progressive librarians collaborate to transform their communities.

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

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

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

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

Works Cited

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

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

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