Collaboration and Leadership Are Essential

Working in isolation from other educators simply does not work. It doesn’t work for classroom teachers and specialists, and it doesn’t work for school librarians. In fact, while other educators in the building may “get by” with working alone, school librarians simply cannot maximize the capacity of library resources and the school library program unless they work in collaboration with administrators and colleagues. Most school librarians are the only person in their buildings who perform their roles and job functions. This position on the faculty also requires that school librarians develop leadership skills as well.

The Collaboration Challenge
Collaborating with other adults can be challenging. Many educators, including school librarians, enter the profession with a solo orientation to teaching. We think of the classroom or library as a “my” space. Classroom teachers refer to students as “their students” and school librarians refer to the library as “my library.” Moving toward an “our” orientation requires a culture shift that includes a commitment to continuous outreach to colleagues and (fearless) risk-taking with other adults.

School librarians have been “advised” to engage in classroom-library collaboration for more than fifty years. The Standards for School Library Programs published in 1960 recommended that instruction in “library skills” be a cooperative endeavor between school librarians and classroom teachers. However, many of the preservice school librarians in the courses I taught (1995-2016) believed that collaboration was a “new” way for school librarians to practice their teaching role. Their own experience as K-12 students, as classroom teachers, or even as school librarian interns may have contributed to their perception that working in isolation from other faculty members and classroom curriculum was an option.

Simply put, collaboration is not an option.

Literacies, Skills, and Dispositions
School librarians are responsible for helping students develop literacies, skills, and dispositions that cross disciplinary boundaries. To be effective in terms of student learning, they must teach literacies and skills and model dispositions in the context of the classroom curriculum. Coteaching with classroom teachers and specialists allows school librarians to fulfill their charge to integrate the resources of the library and their own expertise into the academic program of the school. If they do not collaborate, school librarians will be unable to help students, other educators, and administrators reach their capacity.

The literacies, skills, and dispositions students practice through an integrated school library program facilitated by a collaborative school librarian are transferable to every discipline and to lifelong learning. School librarian leaders feel a responsibility to ensure that students have multiple opportunities in many, if not all, content areas to learn and practice these aspects of future ready learning (see MSLL figure 1.1). This opportunity and responsibility is a call to leadership.

The Leadership Challenge
Before publishing the National School Library Standards for Learners, School Librarians, and School Libraries (2018), the American Association of School Librarians hired KRC Research to conduct a study of the profession. Participants in AASL focus groups were asked about the core values of school librarianship. According to the summary, participants tended to agree on these core values (from more often mentioned to least often mentioned):

  • Inquiry
  • Equitable access to information
  • Commitment to lifelong learning (in oneself, one’s students, and one’s colleagues)
  • Empower student through literacy
  • Modeling and mentoring
  • Develop critical/skeptical thinking
  • Inclusiveness: diversity of beliefs, ideas, cultures and lifestyles
  • Intellectual freedom
  • Foster leadership and collaboration
  • Ethical use of information (AASL 2016, 9)

The fact that “foster leadership and collaboration” was one of the least often mentioned core values was a red flag for me. In my experience, enacting leadership and collaboration and fostering these two essential skills in others must be core values for school librarians. The preservice school librarians I taught over a twenty-one-year period may have come into their graduate coursework without such an understanding, but by the time they entered practice, I would hope they felt prepared to enact and foster these skills.

Simply put, leadership is not an option.

Collaboration and Leadership Are Essential
Research has shown that school librarian candidates can learn and embrace collaboration and leadership skills (Mardis 2013; Moreillon 2013; Smith 2011) and that school administrators view school librarians as leaders in technology, research, and information (Johnston et al. 2012). As Marcia Mardis (2013) notes the fact that “leadership [is] essential at all levels in schools has been described as an essential condition of innovation and change” (41).

If school librarians are to serve as key contributors to transforming learning and teaching in their schools then the abilities to collaborate and lead are essential skills to learn, practice, continually develop, refine, and sustain.

Questions for Discussion and Reflection

  1. How do you enact collaboration in your school?
  2. How do you enact leadership in your school?

Works Cited

American Association of School Librarians and KRC Research. 2016. AASL Member and Stakeholder Consultation Process and the Learning Standards and Program Guidelines. https://standards.aasl.org/wp-content/uploads/2017/11/AASL_SG_ResearchFindings_ExecSummary_FINAL_101116.pdf

Mardis, Marcia. 2013. “Transfer, Lead, Look Forward.: Further Study of Preservice School Librarians’ Development.” Journal of Education for Library and Information Science 54 (1): 37-54.

Additional Reading

Johnston, Melissa P., Jeffrey Huber, Jennifer Dupuis, Dan O’Hair, Mary John O’Hair, and Rosetta Sandidge. 2012. “Revitalization of the School Library Media Specialist Certification Program at the University of Kentucky: Preparing 21st Century School Library Technology Leaders.” Journal of Education for Library and Information Science 53 (3): 200-207.

Moreillon, Judi. 2013. “Educating for School Library Leadership: Developing the Instructional Partnership Role.” Journal of Education for Library and Information Science 54 (1): 55-66.

Smith, Daniella. 2011. “Educating Preservice School Librarians to Lead: A Study of Self-Perceived Transformational Leadership Behaviors.” School Library Media Research 14.

Building Connections

Welcome to the official launch of the Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (MSLL) 2018-2019 Book Study. I invite you to read one chapter each month and participate in weekly blog discussions throughout this school year.

Podcast – Episode 1: Building Connections for Learning

Maximizing School Librarian Leadership Facebook Group

Each chapter in the book opens with an invitation to connect your background knowledge and experience with the content of the chapter. The prompt in Chapter 1: Building Connections for Learning asks you to consider how the current culture in your school supports your personal growth and how does it support individual and collective risk-taking, problem solving, and innovation.

These may or may not be easy questions to answer. You may be new to a school, or you may be serving in a new role this year and have yet to realize the affordances of your current school culture. If that is the case, think about your previous school or work environment.

Have you served, or do you serve in a culture that supports your professional growth?

School Culture
According to the glossary in MSLL, culture is “a way of life. It is comprised of shared beliefs, values, knowledge, attitudes, language, behaviors, social interactions, and more. Cultures are created by people over time. Cultures are dynamic; they are not fixed. Cultures change as people’s needs and norms change” (Moreillon 2018, 170). For me the keywords in this definition are “people” and “dynamic.”

Building Relationships
When building a culture of learning in your school, your relationships with people are THE place to start. People who know, like, and respect each other are more likely to invest in the success of the entire learning community. As a school librarian, you make sure that the strongest relationship you form and nurture is with your principal. You will build relationships with library staff, volunteers, and student aides. You will build relationships with individual classroom teachers and specialists and with grade-level or disciplinary teams. You will build relationships with the Parent-Teacher Association/Organization leaders and students’ family members.

Simply put, you must build relationships in order to position your work and the library program at the center of the learning community.

There are many ways to build connections via relationships. With your principal(s), it may be through regular face-to-face meetings, via email or other electronic communication, by sharing lesson plans, monthly newsletters, and quarterly reports. It may be through professional development opportunities you are facilitating for faculty. Wise school librarians regularly leave invitations to see what’s happening in the library and other positive notes in their principal’s mailbox. All of these communication venues will focus on sharing how you assist your principals in meeting their goals for faculty, students, and the school.

The teachers’ lounge in any school can be a positive point of contact, or it can be a place for airing complaints. If it is the former, be sure to get out of the library and into the lounge whenever you can. Get to know about classroom teachers’ own children (grandchildren) as well as their students. Listen and learn as they share the successful happenings in their classrooms. Be on the alert for problems they might share that you can help them solve. Share yourself as well as the resources and learning experiences centered in the library. If you cannot change the teachers’ lounge into a positive place for developing relationships, steer clear of it.

Forming advisory committees that include administrators, classroom teachers, students, and families is one sure way to build relationships. Make sure these committees have a defined purpose, such as setting library procedures, overseeing the library’s Web presence, or planning a literacy event. Library student aides can become the school librarians “own kids.” Not only do they help manage the library, they also further develop literacies and give school librarians insights into possible challenges other students may be having in using and creating with information.

Building Connections
Effective school librarians build connections between professional development and practice; resources and curriculum; libraries and classrooms; inquiry and the disciplines; and future ready learning and college, career, and community readiness (see figure 1.5).  Building these connections can best be achieved in a learning commons model. This model “for the use of the library’s physical and virtual spaces, its resources, and the school librarian focuses the library program on knowledge-building by students and educators alike” (Moreillon 2018, 173).

Cultural Transformation
“Advancing progressive learning approaches requires cultural transformation. Schools must be structured to promote the exchange of fresh ideas and identify successful models with a lens toward sustainability — especially in light of inevitable leadership changes” (NMC/CoSN 2017, 4). I believe that school librarians can play a pivotal role in initiating, maintaining, and sustaining cultural transformation in their schools.

If the school library is known as a place for the open exchange of ideas, school librarians can help ensure that the school culture is a dynamic one. This open exchange will happen when there is trust among educators, students, and community members. With an exploratory and risk-taking approach, school librarians who have co-created a “learning commons” in the library will be on the forefront of identifying, testing, and developing successful strategies for transforming teaching and learning.

Questions for Discussion and Reflection

  1. What are your go-to strategies for building connections in your school learning community?
  2. How does your school library program reflect a “learning commons” model, and how can you capitalize on this model to transform learning and teaching in your school?

Works Cited

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

New Media Consortium and Consortium for School Networking. 2017. The NMC/CoSN Horizon Report: 2017 K-12 Edition. https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-EN.pdf

From Where Does Your Authority Come?

The authority of an author is one of the first pieces of background knowledge we ask students to consider as they weigh the value, reliability, perspective, or bias in information. The importance of researching the author’s or authors’ credentials, knowledge, experience, and prior contributions to the conversation on any given topic is equally important for educators who are considering reading a professional book.

To add to what you can learn about me from this blog, my previous writing, or a Google search, I would like to share three of the defining experiences of my professional life. These experiences have charted my practice, scholarship, and service. It may come as a surprise to School Librarian Leadership blog readers who were children or who weren’t yet born in the mid-1990s, but resource-based learning, flexible library schedules, and classroom-library collaboration for instruction have been part of our school librarianship and education history for decades.Resource-based Learning
As a preservice classroom teacher in the 1980s, I was schooled in literature-based teaching. This involved developing units of instruction in all content areas based on literature text sets. These topical or thematic text sets included fiction and informational texts in all genres at a variety of reading proficiency levels. Those text sets even included media (!), which in those days focused on films (and yes, filmstrips), cassette tapes and other recordings, artifact kits, computer-based programs, and more. The goal of developing text sets was to give students choice in exploring resources to develop their literacy and increase their content knowledge.

At that time, we conducted “research.” Most often classroom teachers gave students a set of questions or tasks to complete using the text set for resources. (We did not have a school librarian in our California school.) Most often, students produced traditional reports and presented their learning orally with some type of visual aide. In my classroom, students often had choices in how they presented their learning. Some chose to write traditional reports; others wrote poems or stories, performed skits, or created highly illustrated work. (We had only one Apple IIe computer in our classroom. Its primary instructional use was our student-published class newsletter, The Hang-Ten News.)

Library Power
It wasn’t until my early years as a school librarian that I was introduced to inquiry learning. In my third year of practice, I transferred school districts and secured a position in a high-needs elementary school in a district that had received a Library Power grant. The National Library Power Project was funded with a grant from the Dewitt Wallace-Reader’s Digest Fund. Over the course of ten years, the fund provided $45 million 700 schools in 19 school districts across the United States.

I led the team at Corbett Elementary in writing our school’s successful Library Power application. This grant likely changed the course of my career in school librarianship. All Library Power school library programs in the Tucson Unified School District (TUSD) were required to operate with flexible scheduling based on classroom-library collaboration for instruction. The grants included funds for purchasing new print and electronic resources and renovating the physical spaces of our libraries. Perhaps, most importantly, Library Power districts provided professional development (PD) for classroom teachers, school librarians, and principals.

Classroom-Library Coteaching
School librarians involved with TUSD’s project participated in “Cooperative Program Planning,” a week-long training provided by Ken Haycock. This training was focused on classroom-library collaboration for instruction. In TUSD, we launched a follow-up PD series for which Library Power school librarians were required to bring a classroom teacher colleague to learn and practice coplanning strategies, and prepared to coteach in the classroom or library.

I was hooked. To be honest, I had felt inadequate as a classroom teacher working solo in my classroom. As an isolated educator, I never felt I could simultaneously address the needs of English language learners as well as the students reading and writing far above their grade level. As a school librarian coteacher, I experienced the benefits of two heads for planning, four heads and four hands for coimplementing instruction and coassessing student learning outcomes.

I achieved more satisfaction as a coteacher because I experienced the power of two educators offering students more personalized learning than one educator working alone could provide. Students were able to succeed with individual and small group inquiry projects. And my collaborators and I shared a sense of achievement in meeting students’ needs and developing our instructional expertise alongside one another.

Classroom-Library Collaboration Testimonials
It wasn’t until I transferred to another Library Power elementary school and began regularly teaching a graduate-level course in school librarianship at the University of Arizona that I realized I could be recording classsroom-library ollaboration testimonials from classroom teachers, specialists, and administrators. I began recording in 2001, and other school librarians have since contributed to this page.  The most recent video was crowdsourced and includes testimonials from principals and district-level leaders from across the U.S. regarding their experiences working with professional school librarians: “Principals Know: School Librarians Are the Heart of the School” (2014).

My goal in capturing these testimonials was to inspire preservice school librarians to help them understand the benefits of classroom-library collaboration from the perspectives of classroom teachers, specialists, and administrators. Rather than “taking time away” from classroom teachers (losing or taking planning time or classroom instructional time), I wanted to show future school librarians that other educators would welcome their instructional partnership invitations. These testimonials show that educators and administrators value what school librarians bring to the collaboration table and know how our teaching increases student learning.

Questions for Discussion

  1. What are your defining professional experiences and how have the influenced the way you teach?
  2. Whose work has guided your instructional practices, and how do you currently apply their thinking and strategies in your teaching?

Reference

Haycock, Ken. 2007. “Collaboration: Critical Success Factors for Student Learning.” School Libraries Worldwide 13 (1): 25–35.

Maximizing Leadership: Keyword = Collaboration

For the 2018-2019 academic year, I will be using my blog to support educators who are using my book Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy as a book study selection. This month (August), I blog about the information found in the preface and the introduction and the to use the book as a book study selection. In September, I will blog about Chapter 1: Building Connections for Learning and continue dedicating each month during the academic year to subsequent chapters in the book. You can find the schedule and links to these blog posts, on the book page of my blog. Each month, I will introduce that month’s chapter with a podcast.

For the month of August, I published a podcast called: Preview: School Librarian Leadership

All Podcast ScriptsPreface

In the preface of a book, authors often explain why they wrote the book. They often use the preface to establish their credibility in terms of their experience on the topic or their professional background. To apply an old term from the study of rhetoric, a preface is in a sense an “apology”: an explanation or defense.

As Simon Sinek, David Mead, and Peter Docker explain in their book Find Your Why: A Practical Guide for Discovering Purpose for You and Your Team (2017), it is essential for people to determine their “whys.” While we may achieve “happiness” in “what” we do, our “whys” indicate the ways we achieve satisfaction. Our “whys” align with our values, our goals, our raison d’être. This book is about my “WHY.”

From a professional standpoint, “collaboration” is the skill and educational value that is primary in my heart, mind, and experience. For me to fulfill my purpose as an educator, I have chosen to collaborate with others to reach for my individual and our collective capacity to serve the needs of the students in our care. I know from experience that none of us can succeed with all students in all content areas if we choose to work in isolation from our colleagues.

Collaborative Cultures

I have served in collaborative culture schools and worked on non-collaborative faculties as well. I know the difference in terms of my ability to learn and grow. I know the difference in terms of what we can accomplish and offer students by working together. I know it takes a village to help students and educators reach their capacity.

Simply put, there is no comparison between a collaborative culture and non-collaborative culture learning community.

Culture is everything. At times in my teaching career when my collaborative purpose and the purpose of the learning community were aligned, there was absolutely no limit to what we could accomplish together—and no limit to my joy and sense of achievement. A culture of collaboration is focused on both individual and collective growth. “If every member of a team doesn’t grow together they will grow apart” (Simon, Mead, and Docker 2017, 195).

As a school librarian, I have had awesome (no exaggeration) opportunities to co-lead along with administrators and classroom teacher leaders in collaborative culture schools. These experiences have shaped me, and they shaped this book.

Maximizing School Librarian Leadership

This book represents almost thirty years of learning, seven years of intensive graduate-level teaching, and two additional years of reading, researching, and writing. During my tenure as an assistant, then associate, professor at Texas Woman’s University (TWU), I developed (from scratch), refined, and further refined a course called “Librarians as Instructional Partners” (LS5443). For me, this course offered graduate students THE reason to serve as school librarians. It offered preservice school librarians a “why” followed by “what” and “how.”

Over my seven years of service at TWU, I taught this course twelve semesters, occasionally teaching two sections in one semester. I learned a great deal from the over three hundred students who participated in the course. There were students who entered LS5443 with open minds or prior positive experiences with collaboration; they embraced coplanning, coteaching, and co-leading. There were other students who struggled to let go and trust their fellow students; they resisted collaboration. Some developed their collaborative ability over the course of the semester; others left our course adamant that they would seek library positions in which they could work alone.

When I completed this book in November of 2017, I realized that Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy, is the text I wish I had had to help guide the preservice school librarians who participated in LS5443. Perhaps this text would have helped me more effectively communicate the deep sense of purpose and satisfaction that is possible when school librarian leaders collaborate to co-create a culture of learning.

My Hope

I hope all school librarians will come to know through first-hand experience that teaching and learning within a collaborative culture of learning is the context in which they will succeed in educating students for the present as well as for their futures. When school librarians serve as culture builders, practice job-embedded professional development, and lead as changemakers, they can and will be leaders on teams that transform learning and teaching.

Questions for Discussion

  1. What is your WHY related to your career in school librarianship?
  2. What do you hope to learn, or wish you had learned in your preservice school librarian education?

Work Cited

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.

Note: I reviewed this book on my blog in two parts on October 16 and October 23, 2017.

#Election 2018 and Digital Literacy

I had intended to review one more #Election2018 resource, iCivics, in this three-post series. However, Connie Williams did an outstanding job sharing this site in her “Got Civics?” post on the Knowledge Quest blog in June so I will simply reinforce her post here. Connie spotlighted the Drafting Board and civics learning games. As Connie noted, educators can expect to find a new game on the iCivics.org site this fall. iCivics is partnering with the Annenberg Public Policy Center to develop this game. Look for it. Educators can set up free accounts in order to access all of the resources on the site.

Digital Literacy
Connecting #Election2018 with digital literacy presents a leadership opportunity for school librarians. “Digital literacy is the ability to use information and communication technologies to find, understand, evaluate, create, and communicate digital information, an ability that requires both cognitive and technical skills” (ALA 2013). The technical skills involve the use of various information and communication technologies. #Election2018 presents an opportune time to coteach digital literacy with educators in every content area. Here are some promising possibilities.

Published Lesson Plans
Common Sense Education offers outstanding lessons including this one: “News and Media Literacy.” Lessons are targeted to four grade bands: K-2, 3-5, 6-8, and 9-12. One newly added resource that English Language Arts and Reading (ELA-R) educators may find useful is a one-page piece on “Misinformation.” It includes definitions for key vocabulary such as “clickbait,” “extreme bias,” and “hate news.”

As previously noted, The Center for Civics Education Project Citizen offers lessons for upper elementary through post-secondary students. Taught alongside the Stanford History Education Group’s resources, educators can help students develop the critical thinking and information/digital literacy skills they will need to be informed, active citizens.

The advanced questioning lesson (for approximate grades 9-10) in my book Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact (ALA 2012) uses editorial cartoons as prompts. In the lesson, educators teach and students apply the Question-Answer-Relationships questioning strategy. “The Editorial Cartoons of Clay Bennett” is one of the resources I recommend for this two-part lesson. (Since the publication of my book, this site has been thankfully archived by the Library of Congress.) Of course, your hometown newspaper (in print or online) is likely an outstanding resource for your students.

Other Published Texts
Both ELA-R and civics/social studies/history classroom teachers often assign students op-eds as writing activities. (See Sarah Cooper’s post on The Middle Web blog: “An Op-Ed Project Based on Personal Choice.”)

The election season presents a perfect opportunity to analyze published texts for persuasive techniques and for students to compose persuasive texts of their own. School librarians can support classroom teachers’ curriculum by identifying op-eds and letters to the editor in local or national newspapers and news outlets. Here is an example written by Paul McCreary and published in the Arizona Daily Star on July 27, 2018: “What can we do? Vote!

The New York Times The Learning Network offers a wealth of participatory and real-world learning experiences to prompt student learning and support educators’ teaching. During the academic year, the site posts an article of the day, a news quiz, and a student opinion section. The Learning Network offers lesson plans for students in grades 7 and up in core content areas and lessons on topics that build technology skills, too.

Research to Support Teaching Digital Literacy
In conversations with administrators and classroom teachers, school librarians may want to share popular or scholarly articles and research studies that make the case for teaching digital information literacy. These are three recent articles that are well worth reading, discussing, and applying in our professional work.

Gooblar, David. 2018. “How to Teach Information Literacy in the Era of Lies.” The Chronicle of Higher Education. https://www.chronicle.com/article/How-to-Teach-Information/243973

Taylor, Natalie Greene. 2018. “Middle-Schoolers’ Perceptions of Government: Intersection of Information and Civic Literacies.” Journal of Research on Libraries & Young Adults 9. http://www.yalsa.ala.org/jrlya/2018/07/middle-schoolers-perceptions-of-government-intersection-of-information-and-civic-literacies/

Weaver, Brilee. 2018. “From Digital Native to Digital Expert.” Harvard Graduate School of Education. https://www.gse.harvard.edu/news/uk/18/06/digital-native-digital-expert

Preparing for and Teaching #Election2018
Connie Williams also noted in her KQ post that classroom-library collaboration for civics teaching and learning should not be relegated to civics and government departments only. This and my previous two posts on this blog have focused on ELA-R and social studies/civics connections.

What about reaching out to mathematics teachers to study polling or other data that is published during this election cycle?

How are candidates talking about topics related to science, such climate change, fossil fuels, and alternative energy sources?

What about connecting candidates’ positions and promises related to health care with health or P.E. teachers’ curriculum?

How will you use digital texts to strengthen students’ literacy during this election cycle? What are your plans for collaborating with classroom teachers to engage students in digital literacy – locating, comprehending, evaluating, creating, and communicating digital information – in Fall 2018?

Work Cited

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

Co-Creating a Community of Readers

“Supporting Middle School Reading: Using a Data Dashboard to Create a Community of Readers” by school librarian Kelsey Cohen appeared in the June, 2018, issue of American Libraries. Kelsey’s article is about how she engaged in a professional inquiry with assistant principal Rob Andrews, literacy coach Lisa Ramos-Hillegers, and instructional technology coach Mike Sammartano to support striving readers at Hommocks Middle School (Larchmont, New York). Their goal was to explore ways to use digital reading logs to motivate and engage more readers and further develop a reading culture in their school.

When educators engage in inquiry, they take risks together. They analyze a challenge they are facing, design, and test solutions that can help students succeed. Sometimes when they examine the outcomes, they find their solution needs to be tweaked and retested before they can achieve their goals.

In the American Libraries article, Kelsey describes an inquiry conducted by Hommocks educators. In this example, assistant principal Rob Andrews suggested the literacy team institute electronic reading logs in order to collect and use student data to improve students’ engagement and motivation. In the first year of testing the logs, the collaborators learned that the digital reading log forms were too detailed and therefore, not completed by enough students. When they revised the form, they involved the expertise of their instructional technology coach. Together, they created a data dashboard where students could access colorful graphs, charts, and lists based on their reading log data. They increased students’ and classroom teachers’ buy-in.

Kelsey displayed the data on a large monitor in the library. Readers used this information to self-assess their reading and classroom teachers used it with students during reading conferences. Along with literacy coach Lisa, Kelsey used the data specifically to reach out to striving readers. Kelsey and Lisa made sure that these students had “first dibs on new book arrivals” and they “created personalized book bins” that struggling readers could browse in their classrooms (Cohen 2018, 19).

These educators’ use of the inquiry process parallels the process that students take when they engage in inquiry learning. This strategy for learning can increase their own ability to guide students (and classrooms teachers) in inquiry learning. Kelsey and Lisa contributed voices from the field in the “Literacy Leadership and the School Librarian: Reading and Writing—Foundational Skills for Multiple Literacies” chapter of The Many Faces of School Library Leadership (2017). In that example, they collaborated with science teachers in creating classroom “wonder walls” as springboards for student-led inquiry (Moreillon 2017, 104).

As the quote from above from Kelsey attests, hers is not a “neutral” stance with regard to library services. Along with her colleagues, she creatively reached out to students who were not frequent library users. The literacy team created a tool that could be used by all Hommocks students. In addition, they targeted specific services to the readers who were most in need and helped them monitor their own reading and develop internal motivation to pursue learning. Rather than simply serve those who came to the library on their own, Kelsey and her team reached out to those who could benefit the most from the resources and expertise of the library and librarian in order to reach their potential as readers.

You can read Kelsey’s article in the magazine or online and reach her via Twitter @KelseyLCohen: “Supporting Middle School Reading: Using a Data Dashboard to Create a Community of Readers.”

With the culture of reading inquiry described in the American Libraries article, Kelsey. Lisa, and their collaborators are clearly continuing on their journey to create a culture of learning in their school. And they are using an inquiry approach to pursue their goals. Bravo to the collaborating educators at Hommocks Middle School and to Kelsey Cohen for her school librarian leadership.

Works Cited

Cohen, Kelsey. 2018. “Supporting Middle School Reading: Using a Data Dashboard to Create a Community of Readers.” American Libraries 49 (6): 28-19.

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

Image credits:
Quote from Kelsey Cohen used with permission

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

School-Public Library Twitter Chat

The AASL/ALSC/YALSA “Public Library & School Library Collaboration Toolkit” was published in early February. I wrote about it on my blog that month. If you so choose, you can access the toolkit or view my summary before participating in the chat.


Tomorrow, April 24th at 8:00 p.m. Central Time, Mara Rosenberg, Natalie Romano, and I will moderate a Twitter chat hosted by #txlchat. Mara, Natalie, and I are members of the AASL/ALSC/YALSA Interdivisional Committee on School/Public Library Cooperation.

We owe a huge thank-you to #txlchat moderators for giving us this opportunity to use their Twitter channel for the chat.

We will be using these hashtags: #splctoolkit #txlchat #aasl #alsc #yalsa

These are the questions around which we will build our school-public library collaboration conversation. The questions are organized by the toolkit chapters:

Chapter 1: Getting Started
Q1. What advice would you offer to librarians beginning a new partnership w/their counterpart in a school or public library? What steps have aided in the success of your past collaborations?

Chapter 2: Why School-Public Library Partnerships Matter
Q2. How have you collaborated w/your school or public librarian colleague to prevent summer slide/summer reading loss?

Chapter 3: Successful School-Public Library Partnerships
Q3. What does your public/school library collaboration look like during the school year?

Chapter 4: Continuing the Partnerships
Q4. What tools do you use to keep up with your public or school librarian throughout the year? What works well and what could be improved?

Chapter 5: Templates and Additional Resources
Q5. Do you have templates to share that can help others further develop their school-public library #collaboration?

The toolkit process and final product are an example of how the American Library Association sister divisions can work together to create a useful resource for the benefit of all librarians who serve the literacy needs of children, young adults, and families and help co-create empowered literacy communities.

We hope you will join us for the chat and share your ideas and experiences of school-public library collaboration.

Our goal is for you to leave the chat with new ideas and inspiration for starting or strengthening a collaborative conversation with your school or public librarian counterpart who can partner with you to grow literacy in your community.

Link to #splctoolkit #txlchat 4/24 Twitter Chat Archive

Image Credit: Chat graphic created by Sharon Gullett, #txlchat Co-Founder

Maximizing Leadership: Chapter 3

Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy will be published by ALA Editions in June, 2018. As a preview to the book, I am using one blog post a month to share a one-page summary of each of the nine chapters in the book.

Chapter 3: Inquiry Learning

“Curiosity is the tool that sparks creativity. Curiosity is the technique that gets to innovation” (Grazer and Fishman 2015, 62).

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

Educators are responsible for creating the conditions in which inquiry learning can flourish. Inquiry doesn’t just happen; it must be expertly designed. Building connections between required curriculum and students’ interests is essential. When two or more educators plan for inquiry, they increase the resources and knowledge at the collaboration table. They push each other’s creativity and codevelop more engaging learning experiences for students.

When school librarians and classroom teachers coplan, coteach, and comonitor students’ inquiry learning process, they create opportunities for students to increase their content knowledge. They help students develop future ready skills and strategies that are transferrable to other learning contexts—both in and outside of school.

This chapter provides a rationale for applying a research-based model for inquiry learning. Guided Inquiry Design (GID) is grounded in the findings of Kuhlthau’s information-seeking process research. GID provides a structure in which a team of educators share responsibility for launching, guiding, monitoring, and assessing learning outcomes. During curriculum-connected inquiry, students take responsibility for and reflect on their own learning process and products.

What you will find in this chapter:

1. A Recipe for Inquiry Learning Graphic;
2. Learning Phases in Various Inquiry Models;
3. Guided Inquiry Design Process (Kuhlthau, Maniotes, and Caspari 2012);
4. Inquiry Learning Subskills (*Tested on Standardized Tests);
5. Inquiry as a Strategy for Professional Learning.

School librarians can be leaders in codeveloping, coimplementing, and sustaining a culture of inquiry in their schools. When school sites or entire districts adopt and practice a single inquiry model, students can rely on multiple opportunities to experience deeper learning. When educators use an inquiry model to explore their own questions about teaching and learning, their understanding of the process and their confidence in their shared findings strengthen a culture of learning and improve teaching in their schools.

Works Cited

Grazer, Brian, and Charles Fishman. 2015. A Curious Mind: The Secret to a Bigger Life. New York: Simon & Schuster.

Kuhlthau, Carol C., Leslie K. Maniotes, and Ann K. Caspari. 2012. Guided Inquiry Design: A Framework for Inquiry in Your School. Santa Barbara, CA: Libraries Unlimited.

Image credit: Word cloud created at Wordle.net

School-Public Library Partnerships Toolkit

Bravo to AASL/ALSC/YALSA for last Friday’s publication of the Public Library & School Library Collaboration Toolkit.

The toolkit process and final product are an example of how AASL and our sister divisions can work together to create a useful resource for the benefit of all librarians who serve the literacy needs of children, young adults, and families and co-create empowered literacy communities. The toolkit opens with an explanation of how it was created. These are the five chapters that follow:

Chapter 1: Getting Started
Chapter 2: Why School-Public Library Partnerships Matter
Chapter 3: Successful School-Public Library Partnerships
Chapter 4: Continuing the Partnerships
Chapter 5: Templates and Additional Resources

The information in Chapter 1 provides strategies for identifying potential collaborators and reinforces the critical importance of building relationships as the first step in collaboration. This chapter lists ALA initiatives that provide springboards for school-public librarian collaborative work, such as ALSC’s Every Child Ready to Read® year-round initiative and annual Teen Read Week and Teen Tech Week.

Chapter 2 includes research related to the process and results of collaborative work. As background information, this chapter includes a brief explanation of evidence-based practice and the Understanding by Design planning framework. Readers will want to review some of the highlighted research support for the benefits of summer reading on children and youth. Digital literacy and early childhood literacy are two additional areas that provide research support for collaboration. To further inspire you, this chapter includes testimonials from school-public library collaborators on the positive impact of their collaborative work.

For Chapter 3, the toolkit writers spotlight exemplary school-public library collaborative programs—both at the branch and school-site levels as well as system-wide examples. From assignment alerts and book collection/kits programs to book clubs and STEM programs, librarians will want to consider how they might work with colleagues to adapt one of these for their service population or use them as inspiration for creating an original program for their community. There is a summary for each example and contact information for one or more principal collaborators should you have questions or need more details.

Chapter 4, titled “Continuing the Partnership,” offers strategies for building on and sustaining successful collaborative work. In addition to all-important communication, there is specific information to help librarians understand the resources, priorities, and challenges in reaching across the aisle to work with their school or public library counterparts. This chapter also includes information about evaluation and sharing results. This critical step can make the difference between ending the collaboration with a one-off program and developing an on-going series of programs or more highly impactful programs based on data. Evaluation provides feedback for the librarian collaborators as well as for administrators who will want to ensure programs are successful (and that they deserve more support and funding).

Chapter 5 includes templates and additional resources to support librarians in successful collaborative work. From introductory email and educator card application templates to sample collaborative planning forms, the resources in this chapter are intended to help librarians hit the ground running once they have identified promising partners.

The AASL Strategic Plan calls for a focus on building a cohesive and collaborative association as a critical issue. This toolkit is an example of AASL reaching across the aisle to colleagues in the other two ALA divisions focused on children’s and young adult services. The committee that created the toolkit is composed of representatives from all three divisions and demonstrates that AASL is growing and strengthening its community.

In the introduction to the toolkit, you will learn this work involved a three-year process: planning, drafting, and finalizing for publication. It has been my pleasure to serve for the last two years with colleagues from all three divisions who collaborated successfully to draft, revise based on feedback from the AASL/ALSC/YALSA leadership, and submit the “final” initial toolkit. The online toolkit is intended to be a starting point for future revisions as more and more successful school-public librarian collaboration examples and research become available.

Please make time to check out the toolkit and use it as a starting point for a conversation with a school or public librarian who can become your next friend and collaborative partner in supporting literacy in your community.

Images courtesy of AASL/ALSC/YALSA

Maximizing Leadership: Chapter 2

Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy will be published by ALA Editions in June, 2018. As a preview to the book, I am using one blog post a month to share a one-page summary of each of the nine chapters in the book.

Chapter 2: Job-Embedded Professional Development

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

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

While all of these contributions to professional learning are important, collaboration for instruction gives school librarians the optimum opportunity to learn with and from their colleagues. Coteaching is personalized learning for educators. It is aligned with adult learning theory that puts educators in the driver’s seat—controlling the content and context of their learning while they solve self-identified instructional problems.

Planning for instruction is teacherly work. It requires connecting curricula with students’ interests and motivation and making learning experiences relevant. It involves determining goals, objectives, and assessments. It includes identifying compelling resources and effective instructional strategies. Through the hands-on implementation of coplanned lessons or units, educators monitor student learning and the success or areas for improvement in their instruction.

What you will find in this chapter:

1. A Rationale for Coteaching as Effective Job-Embedded Professional Development;
2. A Description of Classroom-Library Coteaching Approaches;
3. A Levels of Library Services and Instructional Partnerships Matrix;
4. An Explanation and Application of the Diffusion of Innovations Model:
5. A Coplanning and Coteaching Self-assessment Instrument.

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

Works Cited

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

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

Image Credit: Word Cloud created at Wordle.net