My husband and I just returned from a two-week visit to England. During our trip, I took an almost complete technology-free sabbatical, answering only the most pressing email and not engaging with social media at all. My goal was to take a break from thinking about my book revisions (the result of the title change and plans to include the new AASL national standards) and my place in the great scheme of school librarianship. I wanted to know if other thoughts would occupy my mind.
Still, I seemed to find messages in the scenery that spoke to me about our profession. (I guess I have found my true “why”! Okay, so I didn’t give up reading on the trip. Read my take-aways from Simon Sinek’s Find Your Why in next week’s post.)
After we hiked the Jurassic Coast from the Chesil Beach in West Dorset (just one of the four gloriously sunny days we enjoyed during our travels), we drove to the seaside town of Seaton in East Devon.
“The shore shapes the waves.”
A photograph of the other sculpture is below.
At first, these two complementary ideas spoke to me about how school librarians must respond to and interact with “the shore,” the ever-changing environment in which we live and work. Our actions within this environment are “the waves.”
There are positive aspects to being mindful of our school, district, state, and national trends and priorities. When we situate our work within those larger contexts, we align the library program with other people’s goals and may be able to reach our capacity to influence teaching and learning toward a future-ready direction.
This may be especially true for future ready librarians who are serving in school districts that have taken the Future Ready Pledge. A commitment to change, growth, and improvement in instruction presents leadership opportunities for these librarians. The waves they make land on a hospitable shore – an environment and school culture where they have support for enacting future-ready learning.
On the other hand, for far too many of school librarians, “the shore” can act as an impediment to such progress. Understaffing, fixed schedules that prevent school librarians and library resources from meeting the just-in-time learning needs of students and colleagues, the lack of collaborative planning time during contract hours, inconsistent or non-existent leadership at the district level, and more can create an undertow that limits our opportunities to make positive change. Such a shore can undermine our opportunities to change, grow, and lead.
To my mind, for most of us, this idea is a stronger metaphor for future-ready school librarian leadership. Rather than being at the effect of our environment, school librarians must be proactive in building a continuous learning environment and culture in our schools.
Through our work as leaders we must shape the shore. We must design library programs and guide our schools and districts as well as our state and national associations in shaping learning environments that “work for” students and educators.
Cohort 2 Lilead Fellows are engaged in the first of four leadership courses. In the current course, participants “identify an issue in their school or program that is important to their school, district, or state’s priorities, examining and planning practical and tangible ways the school library program can help address the issue. They will identify new ways of thinking about their library programs and how they can lead in change efforts at the building-, district-, and state-levels.”
This requires transformational change—not merely tinkering but targeting our “waves” to shape “the shore.” Our future leans more toward this message. We must use the force of our unique areas of expertise, our waves, to collaboratively create a receptive shore for change. This requires us to build connections between the library and the classroom, between curriculum and resources/tools, between and among educators, between school, home, and community.
School librarians must be proactive in offering ever more relevant, engaging school-based learning opportunities for future-ready students and in supporting the teaching and professional growth of our future-ready colleagues and administrators.
Photographs from Judi Moreillon’s Personal Collection