Next Steps

Dear Maximizing School Librarianship Readers and Blog Post Followers,

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Work Cited

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

An Effective Teaching Force

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

Every school needs an effective teaching force.

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

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

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

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

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

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

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

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

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

Questions for Discussion and Reflection

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

Works Cited

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

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

Community Connections

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

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

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

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

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

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

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

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

Questions for Discussion and Reflection

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

Work Cited

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

 

Advocate for What Students Need to Succeed

While it is all educators’ responsibility to advocate for what students need to succeed in their futures, school librarians can use their leadership and instructional partner roles to advocate for authentic, relevant, and challenging curricula. They can colead and advocate for initiatives that result in transforming teaching and learning.

School librarians’ overarching goal is to prepare students for lifelong learning. It could be said that preK-12 educators have always prepared the next generation for their lives after high school. But the speed of technological and other change in today’s society make it more difficult to predict those needs. Education organizations have suggested various skills and competencies for educators to consider as they guide future ready students’ learning. (Competencies are applied skills; all of the standards cited in this post are intended to be applied in authentic learning experiences.)

Among those skills are the Partnership for 21st Century Learning’s 4Cs (communication, collaboration, critical thinking, and creativity), the International Society for Technology in Education’s Student Standards, NextGen Science Standards, National Curriculum Standards for Social Studies, and more including the National Library Standards for Learners, School Librarians, and School Libraries (AASL 2018).

In Chapter 8 in Maximizing School Librarian Leadership, I draw connections between leadership and advocacy. Both are essential behaviors of school librarians if we are indeed positioning our work at the forefront of innovation, change, and reform in education.

Leadership
“Leaders maintain an understanding of what the mission and goals of an organization are and how these can be fulfilled” (Riggs 2001). Leaders inspire and influence the thinking and behaviors of others. From the global view provided by the library—the largest classroom in the school—school librarians are stewards of the widest range and variety of resources. Their job is to develop a collection of resources that meet the needs of the learning community.

In their daily work, school librarians connect books and other resources with students in order to help them develop as strategic readers, who enjoy and choose to read for pleasure. Strategic readers use comprehension strategies to think critically, to understand an author’s purpose, separate fact from fiction, news from propaganda. They also ask probing questions, seek credible answers, and develop new knowledge that helps them make sense of the world.

School librarians connect books and other resources to the curriculum by working with classroom teachers and specialists. They help other educators extend student learning beyond the textbook and offer resources on curricular topics at multiple reading proficiency levels to help all students build their reading skills. School librarians advocate for learning experiences that give students voice and choice and set them on the path of lifelong learning.

School librarians are on the constant lookout for resources that will spark students’ curiosity while supporting classroom teachers’ required student learning objectives. In many schools, school librarians are stewards of the most up-to-date technology tools and have expertise in marshaling the power of technology to improve student learning. They have expertise with digital information, including databases. They teach digital citizenship and help students understand the implications of the digital footprint they are creating today and how it may affect their futures.

Advocacy
“Collaborating school librarians have the potential to influence teaching and learning for every classroom teacher and every student in their building. To embrace a leadership role is an opportunity to co-create a collaborative school culture of learning that truly transforms education” (Moreillon 2019). Through coplanning, coteaching, and coassessing student learning alongside classroom teacher colleagues, school librarians have the opportunity to advocate for effective instruction, relevant learning tasks, and meaningful inquiry-based learning experiences that improve student learning outcomes. This work supports administrators’ goals for their schools and their district.

“Advocacy in all its forms seeks to ensure that people, particularly those who are most vulnerable in society, are able to: Have their voice heard on issues that are important to them. Defend and safeguard their rights. Have their views and wishes genuinely considered when decisions are being made about their lives” (SAEP n.d.). When school librarians advocate for future ready students, they are advocating for students’ voices and agency, their rights, and their empowerment to pursue learning that will make a long-term impact on their readiness for college, career, and community life.

Questions for Discussion and Reflection

  1. In your way of thinking, how are leadership and advocacy linked?
  2. Describe how your passion for school librarianship, your role as a school librarian, and the role of the library in future ready learning has led you to advocating for future ready students.

Works Cited

Moreillon, Judi. 2019. “Leadership Requires Collaboration: Memes Have Meaning.” School Library Connection Online: https://schoollibraryconnection.com/Home/Display/2193152?topicCenterId=1955261&tab=1

Riggs, Donald E. 2001. “The Crisis and Opportunities in Library Leadership.” Journal of Library Administration 32 (3/4): 5-17.

seAp.org. “What Is Advocacy?” https://www.seap.org.uk/im-looking-for-help-or-support/what-is-advocacy.html

 

 

 

 

 

Advocacy: A Long-term, On-going Process

Chapter 8: Leadership and Advocacy Podcast: Virtual Interview with Dr. Ann Ewbank

When advocacy becomes a regular part of a school librarian’s daily practice, then the long-term, on-going nature this work becomes clear. School librarians must always serve stakeholders in such a way as to engender their support for the professional work and leadership of the school librarian and the role of the library program in student learning. The history of school librarianship is clear. School librarians can never rest on their laurels and assume that their positions, library budgets, and programs are safe from cuts when budgets get tight, district deficits loom, or national trends in education shift.

Readers of Ann Dutton Ewbank’s book Political Advocacy for School Librarians: Leveraging Your Influence (2019) can find additional support for stepping out of one’s comfort zone and developing persuasive messages. School librarians can also use the American Library Association’s Library Advocate’s Handbook (2008), which includes guidelines for telling the library story, successful speaking tips, including a speaker’s checklist, and tips for talking with the media and dealing with tough questions.

Advocating for the Program
When school librarians have formed a solid base of support for the contributions of the library program to the school community, they are able to mobilize support from stakeholders when the need arises. Keeping the library program in the spotlight through consistent services and public relations are essential. The school or library website and social media, the school or library newsletter, principals’ communications to families, and local broadcast media outlets are all venues to share the library story.

In her article “Tales of the Crypt,” elementary and middle school librarian Kelly Klober from Danville (AR) shares an exciting Living History project and event that involved students in researching the lives of people buried in the town cemetery. Adult participants in the project included classroom teachers, family members, and other volunteers from the community. Kelly included this as one of her tips for success: “Make friends with the press. We always have incredible coverage from our local newspaper, and our high school’s senior seminar class has always been kind enough to video the event” (Klober 2019, 20).

Advocating for the Position
While some argue that school librarians should not advocate for their own positions, I whole-heartedly disagree. If there were a proposal on the table in your district to eliminate all kindergarten teachers, you can bet that kinder teachers (and their first-grade colleagues, families, and more) would be frontline advocates who could clearly state the need to retain these positions. State-certified school librarian positions are no different. There is research-based evidence that supports the value of having a state-certified school librarian on every school faculty. School librarians should know this research. The following examples are from an article published in Phi Delta Kappan Online by Keith Curry Lance and Debra Kachel (2018).

Given the emphasis on literacy and reading in many schools and districts, it makes intuitive sense that students’ reading and writing scores would be better in schools with a strong library program. In a Washington state study, graduation rates and test scores in reading and math were significantly higher in schools with high-quality libraries and certified librarians, even after controlling for school size and poverty (Coker 2015). Reading and writing scores tend to be higher for all students who have a full-time certified librarian. The Pennsylvania study (2012) found that reading scores for Black students (5.5%), Latino students (5.2%), and students with disabilities (4.6%) where higher when the school had a full-time librarian. Even higher academic gains were evident among student subgroups if their schools had more library staff, larger library collections, and greater access to technology, databases, and the library itself. The 4th-grade NAEP reading data supported the Pennsylvania findings. In states that gained librarians between 2004-05 and 2008-09, average reading scores for poor students, Black students, and Latino students improved more than in states that lost librarians. In states that lost librarians, English language learners’ scores dropped by almost 3% (Lance and Schwartz 2012).

School librarians must advocate for their own positions based on research, on their own practice, and on locally collected student learning data.

Advocacy-at-Large
Inviting print and broadcast media to library program events and writing letters to the editor and op-ed pieces for local newspapers are ways to take the school library story out into the community. School librarians and their advocates can keep school libraries in the minds of the general public as preparation for advocacy appeals and initiatives that will require the support of school boards, families, and voters.

Here are two recently published op-eds that I wrote on behalf of Tucson’s school librarians, libraries, students, educators, administrators, and families.

Missing School Librarians Means Lost Literacy Learning,” Arizona Daily Star, November 3, 2017.

Literacy Matters Every Day,” Arizona Daily Star, March 6, 2019.

And as part of a School Librarian Restoration Project in Tucson Unified School District, TUSD board liaison Kristen Bury of the School Community Partnership Council and I were briefly interviewed by a local news station KGUN9.

Restoration Project Aims to Employ More Librarians for TUSD,” KGUN9 video interview and article.

This letter to the editor was published on April 18, 2019 during School Library Month. “The Library Ecosystem.”

Strategic school librarians engage and enlist others in long-term, on-going advocacy efforts to ensure that school library stakeholders will have equitable access to the resources, instructional and other services, professional expertise, and leadership school librarians and libraries provide. Keeping the public informed is essential when the time comes to seek their support for specific advocacy appeals.

Questions for Discussion and Reflection

  1. How are you engaged in long-term, on-going advocacy?
  2. Who do you need to ask to join you in this effort?

Works Cited

American Library Association. 2008. Library Advocate’s Handbook. 3rd ed. http://www.ala.org/advocacy/advocacy-university/library-advocates-handbook

Coker, Elizabeth. 2015. The Washington State School Library Study: Certified Teacher-librarians, Library Quality and Student Achievement in Washington State Public Schools. Seattle: Washington Library Media Association.

Ewbank, Ann. 2019. Political Advocacy for School Librarians: Leveraging Your Influence. Santa Barbara, CA: Libraries Unlimited.

Klober, Kelly. 2019. “Tales from the Crypt.” Knowledge Quest 47 (4): 16-20.

Lance, Keith Curry, and Bill Schwarz. 2012. How Pennsylvania School Libraries Pay Off: Investments in Student Achievement and Academic Standards. PA School Library Project. https://files.eric.ed.gov/fulltext/ED543418.pdf

Lance, Keith Curry, and Debra Kachel. 2018. “Why School Librarians Matter: What Years of Research Tell Us.” Phi Delta Kappan Online. http://www.kappanonline.org/lance-kachel-school-librarians-matter-years-research/

Advocacy: An Essential Component of Daily Practice

Every time school librarians greet a student, family member, classroom teacher or specialist, administrator, prospective student/family, or visiting dignitary in the school library, they show the learning community that the library is a welcoming environment. Following up a warm smile with an offer of help is the first step in establishing the library as a place where a friendly staff helps others solve their problems or get their needs met. Through signage, book and resource displays, technology access and tools, the physical space of the library communicates a great deal about the values and quality of the program—and by extension the work of the school librarian.

“Our” Library
One of the most important messages the physical (and virtual) space of the library must communicate is this: the school library is an “our” place. The resources of the library and the activities that occur via the library program belong to the entire learning community. In addition to always referring to the library as “our library” and its resources as “our resources,” school librarians make a concerted effort to involve students, families, classroom teachers and specialists, and administrators in guiding the library program. The “our” should be understood by all.

Student work is an essential feature of the physical as well as the virtual library. Evidence of student learning should be front and center and obvious to anyone visiting the library or accessing the library’s website. Spotlighting and curating learning outcomes shows how the librarian contributes to the academic program of the school. In addition, the contributions of library student aides should also be evident in physical and virtual spaces.

When library stakeholders know they have ownership of the library, they are more likely to understand what makes the library program successful. As contributors to the library’s success, they have a vested interest in its smooth and effective functioning. As beneficiaries of the quality of the program, it is in their self-interest to help the librarian lead in an exciting learning environment. Involved stakeholders are more likely to support an advocacy appeal—whether it is launched by the librarian or another member of the learning community—because they have a stake in the outcome.

The Library Fishbowl
The school library is a fishbowl. Anyone in the school or community (with proper credentials) can walk into the library at any time and observe the work of the school librarian. For librarians who began their careers as classroom teachers, this can be a bit unnerving at first. A classroom teacher who appears at the library to check out some resources may sit down and watch her colleagues (a school librarian and another classroom teacher) coteach. Administrators who conduct classroom walk-throughs will also observe in the library and will often bring district-level administrators, prospective parents, and community members along with them, particularly in a state-of-the-art library.

Adult volunteers in the library have a bird’s eye view of students’ and classroom teachers’ interactions with the librarian and the library assistant. Volunteers are often students’ family members who share their observations at the Friday night football game or the Little League game on Saturday. Involving adult volunteers in the Library Advisory Committee increases their ownership in the program and will likely lead to positive public relations for the librarian and the program.

Advocacy as a Story
Advocacy is a story that is created, developed, and told in the everyday practices of the school librarian and the library staff. Involving others stakeholders as co-authors of the library story is an essential and strategic component of effective advocacy. By building connections and through collaborative partnerships, school librarians lay the foundation on which the learning community can and will come together to advocate for the library when there is a need. Every member of the community will be able to tell and retell an authentic and convincing story that illustrates the values, practices, and needs of the school library program.

The library advocacy story is not only important for an individual school community. An authentic and effective story reaches out to other schools, across districts, and out into the greater community. It can also reach across the state and around the country or the world. Together, all of our individual advocacy stories can change hearts and minds and make a difference for school librarianship as a profession. “Developing excellence in school library programs and a credible collective advocacy story is a path to sustaining the vitality, integrity, and the future of our profession” (Moreillon 2015, 26).

Questions for Discussion and Reflection

  1. For what specific support, project, resources, or tools would you launch an advocacy appeal today?
  2. How would you frame that appeal in terms of benefits to students, classroom teachers, specialists, and/or administrators?

Work Cited

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

Leading Successful Advocacy Appeals

April is School Library Month: Everyone Belongs @Your School Library

When you read Chapter 8 in Maximizing School Librarian Leadership, you will clearly make the connection between leadership and advocacy. Effective school librarians lead advocacy initiatives in order to spotlight the needs of students, classroom teachers, and administrators in relationship to the library program. Such advocacy efforts are made in light of the positive impact the program and school librarians’ teaching/coteaching have on student learning and classroom teachers’ teaching as well as in support of administrators reaching school goals.

School librarians’ own advocacy efforts can lead to increasing all library stakeholders understanding of the critical role libraries and librarians play in future ready education. In a study of school library advocacy literature published between 2001 and 2011, researchers Ann Dutton Ewbank and Ja Youn Kwon found that 83% of advocacy activities were initiated by school librarians themselves or by an individual in the school library field (2015, 240). Only 5% of the advocates mentioned in the literature were parents and just 3% were school administrators.

Advocacy Appeals Supported by Stakeholders
The “Spokane Moms” are one of the shining examples of parent advocates who have spoken up for school librarians and libraries. In 2008, they launched a website, maintained a blog, cited research and testimonials, and provided advocates with ways to support their cause. Working together, they effectively advocated to save professional school librarian positions first in their own city and then throughout the state of Washington.

Each year during April, School Library Month, the American Association of School Librarians seeks an advocate who will record a public service announcement (PSA) to promote the importance of school libraries and librarians. Author and illustrator Dav Pilkey provided this year’s PSA. His heartfelt personal story of being a child with learning challenges and parents who encouraged him to read whatever he wanted provides a powerful testimonial for librarians and librarians. School librarians and school library advocates are encouraged to download it and share it widely in their learning communities and online.

Advocacy Appeals Launched by School Librarians
We all wish our communities had the advantages of a dedicated group of advocates such as the Spokane Moms. While we can count on support from our national association and authors who are generous in making appeals for our profession, school librarians must face the reality of everyday advocacy. School librarians themselves must speak out and be their own first advocates.

Chapter 8 includes an example of a school librarian-led advocacy appeal to hire library assistants in every school—assistants who make it possible for school librarians and the program to reach their capacity to lead, teach, and provide professional development. The example guides readers through a step-by-step process that can be applied to other types librarian-led advocacy efforts.

Advocacy Goal
School librarians may launch an advocacy appeal, but our ultimate goal is for stakeholders to become knowledgeable, vocal spokespersons for the program. When stakeholders speak up on behalf of school librarians and libraries, many policy- and decision-makers will sit up and listen. And when the initiative takes on a life of its own, school librarians can help ensure the success of such efforts by leading from behind the scenes to keep the messaging strong, clear, and productive in reaching the intended outcomes.

Questions for Discussion and Reflection

  1. For what specific support, project, resources, or tools would you launch an advocacy appeal today?
  2. How would you frame that appeal in terms of benefits to students, classroom teachers, specialists, and/or administrators?

Work Cited

Ewbank, Ann Dutton, and Ja Youn Kwon. 2015. “School Library Advocacy Literature in the United States: An Exploratory Content Analysis.” Library & Information Science Research 37: 236-243.

 

Educating Young and Future Voters

This month op-eds and letters to the editor in the Arizona Daily Star and other news sources have called for seasoned voters to encourage and support young voters, especially Millennials, in exercising their right to vote. This is especially true in midterm elections when many “mature” voters opt-out of participation in our country’s electoral process. For educators, this is two-pronged responsibility.

Educators Must Vote
Educators must commit ourselves to work for and vote for candidates that support district public school education. According to the National Center for Educational Statistics, the projected 2018 public school enrollment was 50.6 million students. Nationally, about nine out of ten students rely on publicly funded schools for their education. (That is why I vote for Arizona candidates who are #RedforEd and support #SOSArizona.)

The illustration for this blog post was created by Authors and Illustrators for Children member R.W. Alley. I agree that “v-o-t-e” is the way to spell “future….” and so is “e-d-u-c-a-t-i-o-n.” As a children’s book author, I am a member of AIforC. This organization is dedicated to a “free, truthful, and safe America for ALL children.” Our members are children’s book creators and associates “committed to vote, campaign, and speak out for candidates and policies to create a safe, healthy, and inspired future for children everywhere.” (You can view a list of members on the website.)

Educators Must Educate Young and Future Voters
Educators must also support young voters in accepting and cherishing the right to vote. I have been phone banking in Arizona. Many of the voters I have talked with are passionate about exercising their right to vote. As educators, we must share that passion with the young people in our care. Whether or not they are yet eligible to vote, we must teach students the history of enfranchisement in our country and instill in them the importance of participating in all elections—local, state, and national.

Last month, Common Sense Media posted an article by Regan McMahon in their “Parents, Media, and Everything In Between” section called “17 Tips to Steer Kids of All Ages Through the Political Season.” Many of these strategies can be used by school librarians and classroom teachers as well.

Last summer, I posted resources to support classroom teachers and school librarians in teaching and coteaching civics education. (See below.) This week and next are ideal times to take up this topic in classrooms and libraries across the U.S. Integrating real-world and current events into the curriculum can help students find relevance in their schooling. Focusing reading, research, and discussions on voting can also help strengthen our democracy.

Let’s work together to ensure that all current and future voters know how to spell “future.”

“V-O-T-E” and “E-D-U-C-A-T-I-O-N” !!!

Previous 2018 Posts Focused on Election 2018

7/16/18 – Planning for Election 2018

7/23/18 – Election 2018 Resources, including The Center for Civic Education

7/30/18 – Election 2018 and Digital Literacy

 

Image Credit: R. W. Alley “Spelling Bee.” Used with Permission

Libraries and Neutrality

The June, 2018, American Libraries magazine is one of the most thought-provoking issues ever. I believe the summary and links from Jim Neal’s Midwinter President’s Program on librarianship and neutrality should be required reading for every library science graduate student and used as a discussion starter in classrooms and libraries everywhere. From serving the literacy needs of patrons in prison and those of Women, Infants, and Children (WIC) program families, to using visual data to activate middle school readers, to addressing Melvil Dewey’s legacy, this issue is a treasure trove of information, knowledge, and wisdom. It’s also a rich source of topics for this blog.

ALA President Jim Neal’s session at Midwinter in Denver featured a debate with two speakers in favor of neutrality (James LaRue and Em Claire Knowles) and two speakers against neutrality (Chris Bourg and R. David Lankes). A panel of four speakers responded to the debate: Emily Drabinski, Emily Knox, Kathleen de la Peña McCook, and Kelvin Watson. The full program video is available online to Midwinter attendees at bit.ly/mw18-pres.

These are some of my takeaways beginning with the pro-neutrality debaters. James LaRue offered three dimensions for neutrality: service, access, and collections. In his view, neutrality is “enshrined in (library) values” and can be summarized as “everyone gets a seat at the table” (34). Em Claire Knowles noted that libraries/librarians have social goals but believes “an active, engaged, continually reaffirmed neutrality is just the first rung on the ladder to advocacy and social justice” (35).

On the other side of the debate, Chris Bourg noted that “neutrality, by definition, is not taking sides” (34). Operating from that definition, he notes “decisions like how much funding a library gets, who should have access to a library, and even where a library is located are not neutral decisions” (34). R. David Lankes further unpacks the “myth of neutrality” (35) and gives this example: “a poor child needs a different level of service to meet our mission than college-educated adults in terms of literacy” (36).

Emily Knox’s comment reproduced in the image above rings true for me (37).  Libraries, and school libraries in particular, cannot collect every book published for youth. In our decision-making, our goal is to provide access to all sides of issues. But with limited budgets and the charge to provide resources aligned with school curricula, school librarians must pick and choose. We do so in the displays we create, the literacy programs we offer, and the ways we collaborate with classroom teachers and specialists and involve students and families in the library program. As the article in this issue by school librarian Kelsey Cohen demonstrates (see next week’s blog post), the library cannot be neutral and simply serve the students who are eager to read.

To be honest, the decisions we make reflect our shared librarianship values, the values of our communities, and our own personal values as well. In the types of outreach and the target audiences for our outreach activities, whether in school, public, or academic libraries, librarians who adhere to our value of “access” seek to be fair rather than equal. A neutral library would simply exist and serve the patrons who come. The library/librarian that assesses the community and determines how to best help people achieve their goals will, of necessity, do more for some than for others.

As Kelvin Watson noted: “We can’t be neutral on social and political issues that impact our customers because, to be frank, those social and political issues impact us as well” (38). In schools, our English language learners and their classroom teachers may need more literacy support than our gifted and talented students and their classroom teachers. Youth living in poverty may need access to literacy and technology resources more than our affluent students who have access in their homes. Inviting an author from an underrepresented group to provide a literacy event may speak in more personally meaningful and impactful ways to some of our students and families than to others. In my opinion, the ways school librarians address academic, social. and political inequities is not a neutral stance.

Since I was unable to attend Midwinter, I especially appreciate the excerpts available in American Libraries magazine and the links to some of the presenters’ full remarks. As noted above, I believe this article can spark a lively and critical conversation in libraries across the country and around the world. I hope you will make time to seek out, read, and discuss the issue of neutrality in librarianship in your professional learning networks.

Work Cited

American Libraries 49 (6). June, 2018.

Image credits:
Quote from Emily J. M. Knox

Youngson, Nick. “Decision-making Highway Sign.” http://www.creative-commons-images.com/highway-signs/d/decision-making.html

Maximizing Leadership: Chapter 8

Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy will be published by ALA Editions in June, 2018. Since the publication date is fast approaching, I am previewing Chapter 8 this week and Chapter 9 next in order to give reviewers a one-page summary of each of the nine chapters in the book.

The book will be hot off the presses next month and a limited number of copies will be available at the ALA Store at the Annual Conference in New Orleans. I will be participating in the conference and will carry copies of the book for you to preview. I will also have $5-off coupons to hand out.

Chapter 8: Leadership and Advocacy

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

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

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

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

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

What you will find in this chapter:
1. The Relationship between Leadership and Advocacy;
2. Public Relations and Advocacy Tools;
3. School Librarians’ Public Relations, Marketing, and Advocacy Checklist;
4. Sample Advocacy Plan.

Through their daily activities of coplanning, coteaching, coassessing student learning, and providing and engaging in professional development, school librarian leaders create advocates as an organic part of their work. Along the way, they nurture relationships with colleagues, families, educational decision-makers and policy-makers at the district and state levels, members of the business community, and voters who are also stakeholders in preK−12 education.

Works Cited

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

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

Image Credit: Word Cloud created at Wordle.net