Support Arizona Students and Educators: Save School Librarians

Image: Arizona Ballot Proposition 208Arizona’s district public schools have an equity problem. Many students and educators are learning and teaching without the support of a state-certified school librarian in their school. This lack of access to the knowledge and skills of library literacy leaders is an equity issue. As a matter of social justice, all students and educators deserve the support of a highly qualified school librarian.

Proposition 208: The Invest in Education Act
This fall Arizona voters have an opportunity to help transform K-12 public schools. Proposition 208, the Invest in Education Act, will be on the ballot. The proposition levies a 3.5% state income surtax on individuals earning over $250,000/year and couples earning over $500,000 a year.

When the proposition passes, 50% of the funds collected will be earmarked for increasing salaries, hiring, and retaining educators, school librarians included. (To learn more about #INVESTInEd view the Yes on Prop. 208 video).

The fact that school districts can use these funds to hire and retain state-certified school librarians means the Arizona library community is “all-in” for this proposition. The Arizona Library Association (AzLA) and the Teacher Librarian Division (TLD) of AzLA are partnering with EveryLibrary, Investined, and the Arizona Education Association to promote voting and passage of this voter initiative.

The Problem in Context
Arizona is one of six states that has not yet recovered education funding since the last recession. In fact, according to the Center for Budget and Policy Priorities, between 2008 and 2015 Arizona’s funding for education adjusted for inflation declined 36.6%.

Even with the #20×2020 teacher salary increase passed by the Arizona Legislature in 2018 as the result of the #RedForEd movement, Arizona teachers rank 46th in the nation for average teacher pay. California is second highest and New Mexico ranks 36th. Arizona cannot retain teachers if they can earn so much more in neighboring states.

According to an Education Law Center study cited by U.S. News and World Report in January of this year, Arizona’s school funding in 2016-2017 amounted to $5,477 per pupil, falling far short of the national average, $14,046.

Clearly, K-12 education funding in Arizona is in dire straits. Underfunded schools and priorities that have not included school librarian literacy leaders have resulted with very few state-certified school librarians remaining in positions in districts throughout the state.

It will take a coalition of like-minded people and organizations and a long-term commitment to fix what is broken.

Successful Advocacy Campaigns
Successful advocacy campaigns require building partnerships with other people and organizations that share our values. AzLA and TLD members promote and provide library services to Arizona’s youth and families. Literacy and voter education are central to our mission. We care deeply about the present and future of young people’s access to high-quality education and to the health of our democracy.

Partnering with EveryLibrary is giving us the opportunity to bring something to the table when we meet with the Invest in Education Act leadership. Together, EveryLibrary, AzLA, and TLD have launched a “Take the Pledge to Vote YES! on Prop. 208” campaign.

When we work together to build support for voting and for this proposition, we will assure education stakeholders that the library community is committed to improving education funding in our state. We are committed to passing this initiative and to working together to provide literacy learning opportunities for Arizona’s youth.

If you are an Arizona voter, we invite you to Take the Pledge to Vote YES! on Prop. 208. If you live in another state and have friends or relatives in Arizona, please share the Pledge with them.

Thank you.

Image courtesy of the Arizona Library Association. Used with permission.

Statewide, Year-long Advocacy Texas Style

When I taught and lived in Texas, I had the opportunity to get involved with the vital, vibrant, and effective Texas Association of School Librarians (TASL). It was a heady experience to be a part of the largest state-level professional association for school librarians. TASL members are active and big thinkers. They offer a huge percentage of the sessions and events at the annual Texas Library Association Conference… and TASL sponsors on-going advocacy efforts that extend statewide and online via the TxASLTalks blog and #TxASLTalks, and #TxASL.

Silhouette Image of Woman Shouting into a Bullhorn

The TASL leadership has designed an awe-inspiring and inspired statewide, year-long public relations/advocacy campaign that school librarian organizations across the country can emulate. Read Brooke King’s blog post about their “Let’s Promote Libraries!” initiative. (Brooke serves on the TASL Legislative and Advocacy Committee.) In her 8/18/20 post, Brooke provides five steps for participating effectively, including how to maximize the impact of the campaign via social media to spotlight and share school librarians’ teaching, activities, and events.

If You Promote, We Can Advocate!

Aligned with the 2017 Texas School Library Program Standards, each month’s advocacy topic begins with this sentence stem: “Did you know that school libraries…” followed by one of the standards.

Let's Promote Librarians! Graphic for TASL by Brooke King

Infographic for TASL by Brooke King

TASL created this graphic that includes the questions for all nine months—September through May. As Texas school librarians consider their teaching this year, they have a heads-up on when to share and receive the most recognition for their work and the work of their colleagues.

What really impresses me about this campaign is that is stresses FIVE essential aspects of effective public relations/advocacy campaigns.

First, and perhaps foremost, it is collaborative. Collective action is more effective that individual action. Whether engaged in public relations or advocacy, school librarians will have more success when we sing together in a chorus rather than in solo performances.

Secondly, it is aligned with what matters in school librarianship. In Texas, school librarian standards are part of the Texas Administrative Code. School librarian leaders from around the state collaborated to develop these standards. “Let’s Promote Libraries!” furthers TASL’s promotion of the standards with librarians, administrators, classroom teachers, elected officials, and other community members.

Third, this initiative serves as a virtual professional development opportunity for anyone, TASL member or not, who follows their hashtags this academic year: #TxASLTalks and #TxASL. (They are also using #TxLege to reach a key target audience–the Texas Legislature.)

Fourth, “Let’s Promote Libraries!” is powered by social media AND emphasizes reciprocity. In my experience, reciprocity is often lacking among school librarians and other social media users. We may “like” another school librarian’s work but do we consistently share/retweet the outstanding work in our profession? Do we add comments that emphasize the bright spots in teaching and learning through school library programs? This is an essential aspect of advocating for one another.

Finally, the entire campaign is about connecting. It involves connecting practice to standards. It’s about connecting the work of school librarians to the essential needs of today’s students, classroom teachers, administrators, and families. It involves connecting librarians to one another and each other’s professional learning and social media networks. It’s about connecting decision-makers to information about the critical work of school librarians in educating today’s students.

One could argue that this is a public relations campaign. It is AND it provides the TASL Legislative and Advocacy Committee with foundation it needs to do its work.

On the other hand, this is an advocacy campaign in that it aims to be proactive in reaching out the local, state, and national decision-makers who have the power and authority to support school librarians and fund school libraries. Participants in “Let’s Promote Libraries!” will engender and educate advocates who will have the necessary information to speak up for school librarians and libraries in the 2021 Texas legislative session.

Brilliant, really!

I hope every school librarian in Texas will participate. I hope other states or school districts will think about how they can adapt this campaign for their own teaching and learning communities.

Image Credits:

OpenClipart-Vectors. “Bullhorn Communication Female Girl.” Pixabay.com. https://pixabay.com/vectors/bullhorn-communication-female-girl-2026013/

TASL Graphic: Thank you to TASL Chair Kristi Starr and TASL Legislative and Advocacy Committee member Brooke King for giving me permission to publish the graphic and promote this campaign via this blog post and social media.

Librarians Curate During the Pandemic

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

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

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

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

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

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

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

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

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

eBooks

Storytimes

Other Online Resources

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

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

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

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

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

Work Cited

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

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

District-Level School Librarian Advocacy

This month I contributed an article focused on our effort to restore school librarian positions in Tucson Unified School District (TUSD) to School Library Connection (SLC). If you are an SLC subscriber, you can find “We Need You! Forming Effective Advocacy Coalitions” in the “Political Literacy 101” section of the site. (The article will be publicly available until the next SLC issue is published.) If you are not a subscriber, you can always access and read other articles on the “Community” page, which is the splash page for the magazine, and consider subscribing. (I hope you will.)

Too often school librarians find themselves alone in speaking up for their work. Creating the context and conditions for library stakeholders to speak for our essential role in today’s education is a top priority for school librarian leaders. (See Chapter 8: Leadership and Advocacy in Maximizing School Librarian Leadership).

When we collaborate with classroom teachers and support the initiatives of our principals, they can (and will!) become some of our staunchest allies. When families are aware of how we are contributing to their children’s literacy learning, they, too, will join the ranks of our advocates. When central office administrators, school board members, and community members speak up for our work, we have the advocates we need to realize our goals for school library programs.

The Context: Arizona
A series of poor decisions made by the Arizona Legislature for more than a decade have denied district public schools of the necessary funding to meet the needs of K-12 students and families. School districts lacking local bond and budget override support have been in the position of making difficult decisions in terms of allocating meager resources for staffing, infrastructure maintenance and improvements, learning materials, including library resources and technology tools, and more.

In addition, the continual expansion of publicly funded charter schools has siphoned off monies that would have gone to district public schools in the past. To add insult to injury (and labeled “choice”), open enrollment has allowed parents the option of leaving their neighborhood schools to attend schools in more affluent districts. The lack of funding and support for district public schools that accept all students within their boundaries and open enrollment students, too, is dire.

The Context: Tucson Unified School District
TUSD is a high-needs, urban school district. Seventy-two percent of TUSD students are from federally identified minority families. Seventy percent receive free or reduced lunch and many are eating three meals a day at school sites across the district; most schools have clothing closets. The Educational Enrichment Foundation, which was created to provide academic support for TUSD students and educators, has responded by meeting the physical needs of students with personal hygiene products and struggles to achieve its original academic mission.

I served as an elementary school librarian in TUSD from 1992-2001 and in a high school until 2003. That year, our district-level library supervisor’s position was eliminated, and my high school second librarian position was cut to half time. (About twenty other site-level librarian positions were reduced that year.)

At the time of these cuts, there were 96 state-certified school librarians serving 59,250 students, a ratio of 1 librarian to 617 students. Today, there are 13 state-certified school librarians serving (about) 44,000 students, a ratio of 1:3,385.

It is clear TUSD students, educators, and families suffer from a lack of equitable access to the literacy opportunities of a well-resourced school library led by an effective state-certified school librarian.

Central Administration Advocates
Like many urban school districts, TUSD superintendents have not remained in their positions for sufficient time to make structural improvements in the district. Since I left the district, I have been unable to connect with a superintendent who was open to considering rehiring librarians and supporting library services as a high priority in a cash-strapped district.

That was the case until 2017 when Superintendent Dr. Gabriel Trujillo was hired. Dr. Trujillo came to TUSD having had the experience of full-time, state-certified school librarians in the Phoenix Union High School District. I met with him in the summer of 2018 to convince him it was long past time to restore TUSD school librarian positions and revitalize its libraries.

Dr. Trujillo did not need convincing. Instead, I learned that he was seeking advocates to work with him to convince the school board of the necessity of effective school librarians and library programs to students’ success. “We found common ground in focusing this effort on the district’s Middle School Improvement Plans in the area of reading. (While there was no need to conduct market research to begin our project, it was critical that we established shared goals on which to build this effort)” (Moreillon 2020).

TUSD School Librarian Restoration Project and Community Advocates
I reached out into the community to form a small but mighty advocacy group. Beginning in the fall of 2018 to the present, we met with and continue to communicate with school board members; we speak at governing board meetings during the calls to the audience. Based on a recommendation from a school board member, we connected with the TUSD School Community Partnership Council. We made presentations at the Arizona Library Association conference.

Most recently, we worked with the human resources (HR) department to revise the school librarian’s job description. Five middle school positions will be advertised this spring (2020), and our advocacy group will support HR in attracting the most qualified candidates. We have offered to meet with principals of these and other schools that are considering restoring their school librarian positions.

We are encouraged by our supporters and the progress we have made. We have been surprised by some literacy organizations that informed us they do not “do advocacy.”

We believe as past ALA President Jim Neal wrote that “libraries constitute an ecology of educational, research, and community services. In this environment of inter­dependency, we, as a family of libraries, must embrace advocacy for school libraries as foundational to the success of our collective work for students who love to read, as we prepare them for college, career, and life” (Neal 2018). And so, we carry on this work.

This Visme infographic summarizes our communication strategy and is fleshed out in the SLC article. If you are in a similar situation in terms of eliminated school librarian positions, we hope you will use what we have learned to take up the call, identify advocates through points of shared purpose, and work together to restore state-certified school librarian positions in your communities.

Works Cited

Moreillon, Judi. 2020. “We Need You! Forming Effective Advocacy Coalitions.” School Library Connection (February).

Neal, Jim. 2018. “Fight for School Libraries: Student Success Depends on Them.” American Libraries Magazine (March 1). https://americanlibrariesmagazine.org/2018/03/01/fight-for-school-libraries/

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.

 

National Library Legislative Day and More

A photograph on the Arizona Daily Star opinion page on May 3, 2018, struck a chord with me. If you have been following the national news, you know that Arizona’s teacher walkout and #RedForEd movement has been called a “Norma Rae moment.” Long underpaid and undervalued educators working with large class sizes and antiquated technology in crumbling buildings, Arizona educators and advocates have held Governor Ducey and his majority-Republican legislature’s feet to the fire. Activists are vowing to keep the momentum for improving education for Arizona’s students going through the November election.

The photo on the May 3rd opinion page was of a #RedForEd group in which one of the protesters was a woman holding this sign: “Even LIBRARIANS can’t keep QUIET anymore!”

To my way of thinking, NO ONE who is passionate about youth, learning, and teaching should ever keep quiet about what kind of education today’s young people need to succeed—especially not school librarians.

In that context, I am delighted that hundreds of librarians, library trustees, library patrons, and advocates are in Washington, D.C. for the American Library Association’s annual National Library Legislative Day (#NLLD18).

I have never had the opportunity to meet face to face with lawmakers during #NLLD, but I am signed up to participate virtually today, May 7th and tomorrow, May 8th.

I will be emailing, phoning, and Tweeting Arizona Senators John McCain and Jeff Flake and  Representative Martha McSally during this two-day event to remind them that Arizona’s students, educators, and families need the expertise of school librarians and the services of school libraries.

U.S. school and public libraries have a vital role to play in the health and prosperity of our country. Literacy learning and programming are critical services. From cradle to grave, libraries help patrons and communities meet their life goals. Access to technology tools is one essential service libraries provide. Since one in four households in the U.S. are without Internet connection, school and public libraries help level the playing field by providing students, families, and adults equitable access to the tools of our times and the digital resources that impact daily lives.

Other Library National Advocacy Efforts
ALA members and supporters advocate for their patrons all year long. The ALA Advocacy page provides a rich resource of support. This year, the American Association of School Librarians (AASL) Advocacy Committee launched AASL Connection (#AASLcxn), a quarterly advocacy and information sharing effort that includes webinars, Twitter chats, and more. The Association for Library Service to Children Everyday Advocacy page provides resources as well.

In addition to these, I highly recommend the work of EveryLibrary.org. Every Library helps school and public libraries organize and sustain advocacy efforts. Signing petitions or tweeting out information for these efforts is a way for librarians to support advocacy initiative across the country. Every Library has also started a peer-reviewed journal called The Political Librarian. As an Every Library monthly subscriber, I am proud to support the activism of my colleagues.

Advocating Closer to Home
I have made a long-time commitment to write as often as possible for Tucson’s Arizona Daily Star newspaper. I believe it is important to speak up locally as well as nationally about school librarianship, particularly in a state like Arizona where so few preK-12 students and educators are receiving the support of state-endorsed school librarians.

Although my letters do not always get published, my passion for our profession and what access to literacy learning means for students keeps me submitting. These are a few of my published letters to the editor and an opinion piece published within the last year.

One Million Arizona Students at Risk.” Arizona Daily Star (Apr. 4, 2017)

Missing School Librarians Means Lost Literacy Learning.” Arizona Daily Star (Nov. 3, 2017).

Early Childhood Education: A First Step that Requires Follow-Up.” Arizona Daily Star Online (Apr. 11, 2018)

I Know Who Goldwater Can Sue.” Arizona Daily Star Online (May 2, 2018).

If school librarianship is to survive, each of us must find our way to speak up and out for our profession. Yes, it is ideal and rewarding when our administrators, classroom teacher colleagues, families, and students raise their voices in support of our work. Yet, there are many who do not have first-hand experience of what school librarians contribute to students’ learning and to other educators’ teaching. It is only by educating the larger community and speaking up for our work that we can expect to change the outdated stereotypes and under valuing of our school librarians and libraries that persist today.

Please join our librarian colleagues, library advocates, and me today and tomorrow for National Library Legislative Day. Think nationally for #NLLD18 and act locally every day. Together—we can make a difference.

Image Courtesy of the American Library Association

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

Start with Why, Part 2

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

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

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

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

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

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

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

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

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

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

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

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

Resources
EveryLibrary.org. Newsletter Subscription.

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

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

 

 

 

 

Teach Like Finland, Part 2

While authoring my forthcoming book, I have read many professional books. This is the second in a series of professional book reviews–possible titles for your summer reading. The reviews are in no particular order.

Timothy D. Walker, author of Teach Like Finland, identified six strategies Finnish educators use to approach their work: seek flow, have a thicker skin, collaborate over coffee, welcome the experts, vacate on vacation, and don’t forget the joy. I wrote about the first three last week.

Welcome the Experts
Walker was not comfortable at first with welcoming colleagues or other experts into his classroom. After he visited other classrooms where he saw this modeled, he became a convert. Walker writes: “I found that the more I welcomed experts into my classroom, the more I began to view myself as a resource manager who could design great learning experiences for my class by tapping into talents outside my own” (183).

School librarians have a long tradition of inviting guests into the library. We regularly invite authors, illustrators, scientists, politicians, and local experts of all kinds to share via the library program. (And it’s important to remember that all educators may not be as comfortable with this practice.) The very best of these presentations are directly aligned with classroom curricula and are coplanned and cofacilitated with classroom teachers and specialists.

Two of the most successful expert presentations during my time at Sabino High School were visits by Arizona Daily Star editorial cartoonist David Fitzsimmons and our then Arizona State Representative Marian McClure. In both cases, I worked with the social studies classroom teachers to prepare students for their visits and to follow up afterward. Editorial cartoons became the topic for “questioning” reading comprehension strategy lessons. (See lesson 5-2 in Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact.) In addition to civics information, the connection with Representative McClure provided advocacy for school librarianship at the state legislature.

While school librarians are adept at bringing in outside experts, they may not be as experienced with using the human resources in the library and on campus. School staff and faculty have abundant expertise and talents to share. As school librarians build relationships in the school community, it is incumbent upon them to uncover the lights that are hiding under barrels in their own buildings—lights that could make a difference for students’ enthusiasm for curriculum-based learning as well as their pursuit of independent learning.

In a recent Knowledge Quest blog post titled “Library as Incubator,” Mark Dzula wrote about how he supported the school library paraprofessional aide in sharing her language and culture expertise with students during a weekly lunchtime drop-in Arabic program. Mark wrote: “She was motivated to share her love of the language to help expand students’ worldview and to overcome any social stigma that the students may have encountered in association with Arabic.” A dozen students attended and were very inspired in various ways to pursue more information about Arabic language and culture. With support from the World Language Department, one student is taking an independent study in Arabic with the library assistant next year.

Vacate on Vacation
According to Walker, Finnish teachers “literally” vacating during the summer. Shocking! This practice is in sharp contrast with the summer practices of most U.S. educators. In the summer, most teach summer school, work another job outside of education, or prepare for the next school year. (Some even time their pregnancies so they can give birth in the summer in order to return to the classroom in the fall.) Walker, who feels the “vacate on vacation” strategy is too extreme, says he prefers a hybrid approach. In the summer, he dedicates a “healthy chunk of time for disconnecting and a healthy chunk of time for professional development” (186).

The pace of life for most U.S. educators is intense during the academic year. Relaxing during the summer (and regularly throughout the school year) seems to be the healthiest choice. Making time in the summer for extended periods of reflection can be an excellent use of one’s “free” time. Interspersing professional books with other types of reading (adult novels, YA literature, and school curriculum-oriented reading) is one strategy some school librarians use to find balance. Extending conference attendance to include touring new parts of the country or visiting with friends and relatives is another way to combine professional learning with personal interests.

Some would suggest that regular technology holidays could also improve one’s ability to relax. In his book, Walker offers a summary of a study conducted by the Harvard Business School. The study involved two groups of consulting firm workers. One group worked 50+ hours per week. didn’t take vacation time and was always connected via their electronic devices. The other worked 40 hours per week, took vacations, and coordinated unconnected time with their coworkers so they could be disconnected without worry or guilt. The team that took time off reported higher job satisfaction, better work-life balance, increased learning, improved communication with their team, and were more efficient and productive in their work (187).

By “vacating” the always “on” culture for selected days, weekends, or even months might also prioritize engaging in enriching face-to-face interactions with family, friends, neighbors, and even strangers. One thought-provoking book to consider on this subject is Reclaiming Conversation: The Power of Talk in the Digital Age by Sherry Turkle. She proclaims: “It’s time to put technology in its place and reclaim conversation. That journey begins with a better understanding of what conversation accomplishes and how technology can get in the way” (25).

Don’t Forget the Joy
This adage could be the overarching theme for Teach Like Finland. According to Walker, in 2016, Finnish comprehensive schools implemented the newest core curriculum, “where joy is being practiced as a learning concept” (189). When I read this, my U.S. educator mind sadly went directly to these questions: Is joy measurable? How will it be tested? (Ugh!)

There is a palpable feeling of excitement in a joyful learning environment. I once served as the school librarian in a truly “joyful” preK-5 school. Our school was led by a joyful principal whose most often heard phrase was “what a wonder!” With a positive school climate and a commitment to a culture of collaboration, faculty, staff, and families made our school a joyful place to be—every day of the academic year (and in summer programs, too).

Joy begins inside of each individual and from there can spread out to all members of our learning communities. Walker notes that prioritizing joy may not be easy for many U.S. educators but regardless of where he teaches, Timothy Walker commits to remembering and prioritizing joy. The last line in his book: “How about you?”

Note: This photograph of our seven-month-old puppy Pearl playing with her friend Vicka captures (for me) the pure spirit of joy. (Pearl is the poodle.) Every morning when we awake, she reminds us there is a truly joyful way to greet each day.

Works Cited

Dzula, Mark. “Library as Incubator.” Knowledge Quest Blog. 18 May 2017. http://knowledgequest.aasl.org/library-as-incubator/ Accessed 26 May 2017.

Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.

Turkle, Sherry. Reclaiming Conversation: The Power of Talk in the Digital Age. New York: Penguin, 2015.

Walker, Timothy D. Teach Like Finland: 33 Simple Strategies for Joyful Classrooms. New York: W. W. Norton, 2016.

Educators Chat about Making Notes

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Cha-ching!

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

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

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

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

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

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

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