Mindsets for Learning

Mindsets
Dr. Carol Dweck’s research and writing on mindsets and motivation have greatly influenced my thinking. In her studies, Dweck found that people who believe intelligence and talent are fixed tend to remain within what they perceive of as their aptitudes. They will not push up against those boundaries; their framework for learning is “fixed.” Other people with “growth mindsets” believe that intelligence and talent can be “grown.” These people will be more open to experimenting, taking risks, and learning new strategies in order to further develop their capacity. She also notes that people have both fixed and growth mindsets in various contexts.

On his blog, George Couros, the author of The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead in a Culture of Creativity (2015), launched a number of conversations about the deeper meaning of a “growth mindset.” He has conferred with Dr. Dweck regarding his thinking. In his post “A world that is asking for continuous creation,” Couros offers a way to look at mindsets through an innovation lens.

As Couros notes: “As we look at how we see and ‘do’ school, it is important to continuously shift to moving from consumption to creation, engagement to empowerment, and observation to application. It is not that the first replaces the latter, but that we are not settling for the former. A mindset that is simply open to ‘growth’ will not be enough in a world that is asking for continuous creation of not only products, but ideas” (Couros 2017).

An Inquiry Mindset
Couros’s comment aligns with what I believe could be called an “inquiry mindset.” Inquiry involves empowered students (and adult learners, too) in taking charge of their learning. During inquiry, students apply knowledge, skills, and dispositions and create new knowledge for themselves and for others. Inquiry requires planning and facilitating on the educators’ parts. School librarians and other educators who teach with an “inquiry mindset” and guide students in the self-empowerment of inquiry learning may make connections to Couros’s idea of “continuous creation.”

Inquiry learning “is an instructional framework that consists of a number of phases that begin with engaging students in the topic and end with the student presenting and reflecting on their new knowledge” (Moreillon 2018, 173). Along the way, students are engaged in a process of information-seeking that builds literacies, knowledge, skills, and dispositions. (Educators can apply inquiry by asking and answering their questions related to problems of practice in order to improve instruction, school climate and culture, or other educational challenges.)

In a collaborative culture school, an inquiry mindset can personalize learning for individual students, groups of students, and for educators as well. When educators embrace an “inquiry mindset” for teaching and learning in the classroom and library, they show respect for students’ ability to direct their own learning. An inquiry mindset can help set up the conditions that unleash students’ creativity and increase their motivation to explore information and ideas. The same can be said for educators who apply an inquiry mindset to their own professional learning and their collaborative learning with their colleagues (see Chapter 3: Inquiry Learning.)

Education Thought Leaders
It is important for school librarians to understand the work of education thought leaders as well as those who contribute to thinking in the library field. When working side by side with administrators and classroom teachers, school librarians should be able to relate their own background knowledge to that of their colleagues. This knowledge and ability give school librarians the use the language and meet the expectations of other educators and offer meaningful and high-impact connections between two fields of study—education and librarianship.

All of the thought leaders cited in Chapter 1 promote personalized learning for students and educators in one form or another. Representing the work of The Partnership for 21st Century Learning, Bernie Trilling and Charles Fadel promote the 4Cs. Ken Robinson and Lou Arnica emphasize creativity as the cornerstone of educational transformation. Milton Chen of the George Lucas Foundation describes six innovations that support educators in developing exciting learning opportunities for students. Carol C. Kuhlthau has researched the information-seeking process and along with Leslie Maniotes and Ann Caspari offers a framework for inquiry learning. Andy Hargreaves and Michael Fullan and Peter Senge and his colleagues suggest how the system of schooling supports (or fails to support) student and educator learning.

Although they may not use the term “inquiry,” the mindset and practices described in this chapter and in this book would resonate with these thought leaders. At its core, an “inquiry mindset” is about openness—an openness to explore, think, learn, create, share, and grow.

Questions for Discussion and Reflection

  1. How can an “inquiry mindset” promote personalized learning for students and educators?
  2. How do you promote an “inquiry mindset” in your school?

Works Cited

Couros, George. 2015. The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead in a Culture of Creativity. San Diego, CA: Dave Burgess Consulting.

Dweck, Carol. 2006. Mindset: The New Psychology of Success. New York: Random House.

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

Maximizing Book Study: An Invitation

Dear Colleagues,
This is your personal invitation to join a professional book study during the 2018-2019 school year. As you may know, Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy was written as a book study selection. Each of the nine chapters is intended to be read and discussed – one chapter a month – over the course of an academic year.Ways to Use this Book
In her book, Professional Development: What Works (2011), Sally Zepeda provides guidance for how to form a book study group, choose a book, make decisions about how to read and discuss a book, and evaluate the book and the book study process. I have had first-hand experience participating in professional book studies and have facilitated or co-facilitated studies at two elementary schools (see Moreillon 2012, 150-151) and for one university faculty.

The following are my ideas for organizing a book study specifically for Maximizing School Librarian Leadership.

Lone Reader
You can read this book and interact with it as a lone reader. You can keep a journal and write about the discussion questions and reflection prompts. Although the majority of the activities are intended for small or large groups, you may find several that you can do on your own. One way solo readers can maximize learning from the book is to post responses, thoughts, and questions to colleagues in their professional learning networks (PLNs), such as posts on email distribution lists, in Facebook groups, or in Twitter chats. Another way is to participate on this blog.

Partner Reading
School librarians may opt to read this book with a principal, district superintendent, another school librarian, educator, or administrator. This strategy might be especially effective if one of the partners is new to learning how school librarians can positively impact school culture, professional development, and change initiatives.

If, from my perspective, it was the best of all possible worlds, a school librarian and principal would co-lead a year-long book study to immerse a faculty in the ideas in this book while they were in the process of building a vision, mission, and goals for their schools. Such a book study could be conducted in face-to-face environments or facilitated by online tools such as email, blogs, Google docs or sites, wikis, social media, and more. (If you are using Twitter, I invite you to use these hashtags: #SchoolLibrarianLeadership and #BuildingConnections4Learning.)

Small Groups or Larger Cadre Book Study
Small groups or larger cadres of school librarians may also select this book as a shared prompt for monthly discussions. In districts with district-level school librarian supervisors, these may be organized by the supervisor for the entire cadre. If there is no supervisor, job-alike librarians, such as all middle school librarians, may choose to organize their own book study group.

A group of district-level school librarian supervisors may also opt to use Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy for their own book study. The book is intended to provide inspiration, strategies, and guideposts to help site-level school librarians strengthen their practice. District-level supervisors may choose to pass on this information to the school librarians in their charge.

Discussion Questions, Activities, and Reflection Prompts
At the end of each chapter, I provide three discussion questions, three activities, and three reflection prompts. The discussion questions are my best guesses about what you may want to dialogue about after reading each chapter. The opening quotes or the pull quotes for each chapter can also be used for this purpose. Whoever is leading the discussions in your learning environment may develop site- or district-specific questions around which readers can focus discussions.

The activities are intended for partners, small groups, or whole faculty groups. They can be adjusted to meet readers’ needs. For example, the first activity in Chapter One asks readers to use a mind map to illustrate the interdependence of stakeholders and instructional activities in their schools. If you are working with a cadre of school librarian supervisors, you may each do this activity at your district level and then compare your map with those of your fellow supervisor colleagues.

At the end of each chapter, there are two general reflection prompts and one specifically for school librarians. Of course, readers may create their own prompts. Responses to the prompts can be shared orally, in writing, with a sketch, or any other way that makes sense for the reader(s). When reading with a group, sharing reflections with others can be especially important to making meaning and perhaps arriving at a collective meaning from the text.

Why a Book Study?
In my experience, professional book groups can strengthen relationships, develop collegiality and shared beliefs and practices, influence curriculum, and help educators work together as a team. These experiences are one reason why I wrote Maximizing School Librarian Leadership as a book study selection. Next month, my blog support for the year-long book study will begin in earnest. Stay tuned for a podcast Episode 1 and for four blog postings related to Chapter 1: Building Connections for Learning.

Questions for Discussion

  1. If you are reading this book with one other individual, such as your principal or your district superintendent, what will be your role in facilitating the book study and how will you ensure the success of your study?
  2. If you are reading this book with a group of colleagues—school library supervisors, school librarians, or classroom teachers for example—what will be your role in facilitating the book study and how will you ensure success for all participants?

References

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 H. Harada, 141-156. Santa Barbara: Libraries Unlimited.

Zepeda, Sally J. 2011. Professional Development: What Works. 2nd ed. New York: Routledge.

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.

#ALAAC18 Reflection

I believe in reflecting after every learning experience. In fact, research shows that reflection/metacognition (thinking about one’s thinking) is the way prior knowledge is modified or changed and new ideas are added to our understandings. At a conference, it is often difficult to make time to stop after every meeting, session, keynote speaker, or event to talk with colleagues or engage in the necessary individual reflection that makes learning happen…

Twitter to the rescue! Now that the conference is over, I have the tweets I posted (plus likes and retweets) to use as reflection prompts. Since I began tweeting at conferences (nearly ten years ago), I have appreciated this social media platform as a tool for reflecting on whirlwinds of information and knowledge, especially for intense multiple-day conferences like the American Library Association Annual Conference, aka #alaac18. These are some of the highlights of my conference experience that may be of interest to readers of this blog.

The Lilead Project
My visit to New Orleans began with a day and a half of learning and strategizing with the Lilead Project. For the past year, this group of 20 changemaker school librarian supervisors, five mentors, and three project administrators has been growing a community of practice. The work of the Lilead Project with school librarian supervisors is a vital component of leadership development and moving the school librarian profession forward. The Lilead Fellows put their knowledge into action in districts across the United States. I am proud to have served as a mentor for the West Coast Lilead group. We will continue to meet and support one another in the coming year.

Left to right: Me, Jenny Takeda, Trish Henry, and Claudia Mason. Since our colleague Janet Wile was unable to remain in New Orleans, the poster she created that illustrates her Lilead action plan/learning is standing in (inadequately) for her behind us.

Former First Lady Michelle Obama
Hearing Mrs. Obama speak was a singular experience. Her strength, determination, poise, and most of all, her authenticity make her a leader and role model for many, including yours truly. I did not tweet or snap a photo during her interview with Librarian of Congress Carla Hayden. I was too star-struck so I especially appreciate those who did!

While standing in line to enter the auditorium, I was proud to see my hot-off-the-presses book, Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy, displayed in the ALA Store. I especially appreciated and learned from school librarian leadership conversations with Misti Werle, Carolyn Foote, and Pam Harland at various points during the conference. Thank you, ALA Editions for your support and thank you to those who purchased the books before they sold out at the ALA Store.

American Association of School Librarians’ (AASL) President’s Program
Part 1: More AASL members should attend this event! The award winners, many of whom brought family members and colleagues from their schools to share their achievement, gave inspirational speeches that captured the depth of their professional practice. I would like to spotlight the work the 2018 National School Library Media Program of the Year (SLMPY) Award recipients Mimi Marquet and Lisa Koch from Robert E. Lee High School in Springfield, Virginia. They even shared their speech in tandem! Such a powerful partnership! Thank you to Follett for sponsoring the SLMPY award.

Part 2: Thank you AASL President Steven Yates for inviting Dr. Jervette Ward as the speaker for his AASL President’s Program. I agree with Dr. Ward that silence on issues related to social justice is not a neutral stance. Silence is a decision and in cases of social justice, it is a decision in favor of oppression.  I have requested that my public library order her book Real Sister: Stereotypes, Respectability, and Black Women in Reality TV I look forward to reading it.

AASL’s Best Websites and Best Apps
The release of the 2018 Best Websites and 2018 Best Apps is a highlight of the annual conference. I appreciate the committee members who vet, annotate, and use these resources and tools in order to share the most effective ones with our colleagues. I was pleased to see the Stanford History Education Group on the Best Websites list. Civic learning is a hot topic in education, and this curriculum makes an outstanding contribution to this effort. I am not as familiar with apps, but I was excited to see Signed Stories among those listed. School librarians are charged with using and integrating tools that support literacy for all students. Thank you, AASL committees, for pointing the way.

A Bright Spot From Home (Arizona)
How wonderful to hear Lisa Morris-Wilkey’s news regarding her work with the Casa Grande (AZ) superintendent. Together, they are restoring elementary librarians positions. Brava, @LMWArizona!

Fake News or Free Speech: Is there a right to be misinformed?
Mary Minow, Damaso Reyes, and Drs. Nicole Cooke and Joyce Valenza each had ten minutes to share a perspective on this timely topic. I wrote about this session in my  6/18/18 “News Based in Facts” post before I left for New Orleans. The panel provided a great deal of food for thought. I appreciated the legal information Mary Minow provided and learned more about the extremely high bar for successfully prosecuting libel, slander, and disinformation cases in court. Here are just few of my tweets related to the other panelists’ comments.

My take-away from the panel is that information literacy and critical thinking are needed now more than ever. I completely agree with Joyce that stepping up our leadership in this area is essential for school librarians. And with support toward that goal, thank you especially, Damaso Reyes, for sharing your work with Checkology.org.

EveryLibrary
The EveryLibrary.org event was a reminder that networking and advocacy are not only essential “work” for librarians, but they can also be fun! Thank you at EveryLibrary for a smashing evening. I especially enjoyed talking with Dorcas Hand (Texas) and Kathy Lester (Michigan) about their advocacy efforts (and the shrimp and corn were real good, too).

The Public
Our profession is indebted to Emilio Estevez for telling this story and shining a light on a little-known role of librarians and libraries in today’s society in his film The Public.

If you did not have the opportunity to see the film at #alaac18, check out the trailer (no spoilers!) and know that the film is exceptional and the ending is perfect! I do hope Emilio Estevez succeeds with his mini-series. If so, I hope he will include the role school librarians and school librarians play in addressing literacy and technology-access gaps and meeting the needs of students, especially those living in poverty.

Newbery-Caldecott-Legacy Banquet
For me, sharing the authors’ and illustrators’ inspiring speeches with friends is always a highlight of ALA Annual. It was so fitting that Jacqueline Woodson is the first recipient of the renamed and reconceived ALSC Children’s Literature Legacy Award. Ms. Woodson’s empowered speech was the perfect way to launch this award. View a short view of Ms. Woodson’s response to earning the award. Read information about the name change on the ALA/ALSC website.

Our tablemate Audrey Cornelius snapped this photo at Table #51. Deb Levitov must have been visiting another table at the time the photo was taken. Front row: Connie Champlin, Becky Calzada, me, Pam Berger. Back row: Sheila MacDowell, Dorcas Hand, Karen Perry, and Barbara Stripling. And how fun that by an unexpected turn of events, Audrey, who was in my storytelling course at Texas Woman’s University in 2012, joined us at the table. Such a wonderful surprise!

The Extraordinarily Talented Brian Selznick
Scholastic Publishing invited Brian Selznick to draw the new covers for a Harry Potter 20th-anniversary paperback set book release. Thankfully, he said, “YES!” after creating a sketch that shows all seven book covers as a single poster. In this work, Brian explored the relationships between the characters and battle between good and evil. He used a snake to connect all seven covers. Brilliant! Preorder yours today!

ALSC Charlemae Rollins Presidents Program
Thank you to ALSC President Nina Lindsay for bringing together this esteemed panel to share their research, experience, and perspectives. This is just a quick snippet from the many thought-provoking ideas and questions they raised.

Dr. Emily Thomas started the conversation by pointing out the National Council of Teachers of English Resolution on the Need for Diverse Children’s and Young Adult Books (2015). She also talked about how stories matter and used the image of the cover of Stories Matter: The Complexity of Culture Authenticity in Children’s Literature, edited by Dana Fox and Kathy G. Short. (I have a chapter in that book that shares my journey as a cultural-outsider author of a children’s book.)

You can read about Dr. Debbie Reese’s reaction to name and description changes to the Children’s Literature Legacy Award on her website.

Margarita Engle shared her personal journey as a child who was unable to travel to Cuba to visit her grandmother and family. She had many quotable moments in her talk, including this one:

Jason Reynolds asked this question: “Is it that Black boys don’t read, or is it that Black boys don’t have books to read—mirror books that they can see themselves in?” For many young Black men his Newbery honor book Long Way Down may be just that book.

The continuing need for publishers to publish books from authors and illustrators from underrepresented groups was one take-away from this panel. This is not new, but all librarians can make a difference in how they develop library collections and serve ALL kids in their community. The need for increasing cultural competence among those who review, purchase, and share books is a critical aspect of today’s librarianship. The hashtag #alscallkids sums up a very complex and critical conversation.

Final Day in NOLA
I started the morning of my last day in New Orleans with a walk to Café du Monde, Jackson Square, and the cathedral. After checkout, I had the opportunity to have lunch with a dear long-time friend who lives in the Big Easy. Darlene and I became friends in Tucson during our daughters’ challenging adolescent years. Catching up, eating at Morrow’s (we highly recommend the BBQ shrimp!), shopping for grandchild gifts, and being silly together was the perfect way to wrap up this visit.

Only in New Orleans!

ALA Annual is truly about community for me. When I attend the Midwinter Meeting or the Annual Conference, I feel the camaraderie and excitement of learning with and from our nation-wide professional network. I especially appreciate the social justice and equity actions of our colleagues. I highly encourage you to get involved with our national association and its divisions. They are nothing without YOU!

Graphic courtesy of ALA

Candidate for AASL President, 2019-2020

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Thank you.

 

#AASL17 Redux

Dear Colleagues,
If you are an AASL member, you now have access to the concurrent sessions that were recorded at the AASL National Conference & Exhibition last month in Phoenix. In order to access this content, you will need to go to AASL’s eCOLLAB archive.

1. Go to AASL’s eCollab: http://www.ala.org/aasl/ecollab
2. Click on the link titled: Brand-new eCOLLAB platform.
3. Log in with your username and password.
4. Click on: Archive Sessions.
5. Click on: AASL National Conference & Exhibition 2017 “View Product.”

You will find the archives for seventy sessions. One of the great things is that the sessions are edited so that listeners can focus on the information presented and participate in the interactive pieces on their own time.

Conference participants from Arizona were asked to volunteer to assist at as many sessions as we could fit into our schedules.  I attended and volunteered at three sessions focused on the new National School Library Standards for Students, School Librarians, and School Libraries. “Inquire and Include,” “Collaborate and Curate,” and “Explore and Engage” sessions are all available on the site for your review.

These are a three of the sessions I missed in Phoenix and have now been able to view.

Mark Ray, Director of Innovation and Library Services, Vancouver Public Schools, and Future Ready Librarians Lead for the Alliance for Excellent Education, and Shannon McClintock Miller, Future Ready Libraries and Project Connect Spokesperson, co-presented “#futurereadylibs: Which Wedge Gives You the Edge?” on 11/10 at 11:20 a.m. (page 2 in the archives). This session is essential viewing for those who want to learn more how they can become Future Ready Librarians (FRLs) and access FRLs resources. As part of their presentation, they asked participants to compare AASL’s “Everyone Is a Learner” infographic with the Future Ready Librarians Framework . Mark and Shannon’s resources are at http://bit.ly/AASLFRL.

Maria Cahill, Associate Professor, University of Kentucky, and Amanda Hurley, Library Media Specialist, Henry Clay High School, Lexington, Kentucky, presented “Survey Says: School Librarians Identifying Stakeholders’ Needs” on 11/11 at 9:30 a.m. (page 5 in the archives). Maria introduced the session with information about and an invitation to participate in the monthly School Library Connection One-Question Survey. Amanda and Maria continued the session by giving examples and promoting the idea of one-question surveys as effective and efficient ways for school librarians to gather data on which they can act to improve their library services.

Judith Kaplan, from the University of Vermont and former coblogger on this site, and Deborah Ehler-Hansen, School Librarian, Fair Haven Union High School in Vermont, presented “Transform Teaching and Learning with Technology and Competency-based Standards?” on 11/11 at 3:10 p.m.(page 7 in the archives). In their interactive presentation, Judith and Deborah made connections between empowered technology tool use with personalized learning, blended learning, open access resources, Future Ready Librarians, ESSA, and more. Their resources are available at: https://goo.gl/zYoRa5 You can also search their hashtag #PDforlib.

If you missed my session, “Investing in Social Capital Counts,” you will find it on page seven in the archives and on a pbworks wiki.

Not all of the sessions were recorded. I regret that I was unable to hear the research papers panel I missed on November 10th. Assistant Karen Reed from Middle Tennessee State University was part of a panel that presented research papers: “‘Computational Thinking,’ ‘Information Seeking in School Library Makerspaces,’ and ‘School Librarians as Co-Teacher of Literacy’: Research Papers from the Field of School Librarianship.” She contributed the third paper.

Access to these seventy sessions can be an enticement for our colleagues who are not yet AASL members. The opportunity to view these resources and develop an understanding of the importance of participation in our national association and conference can be an invitation to join AASL.

Please “Share the Wealth” of AASL membership with your colleagues and your name will be entered into a drawing for a chance to win registration, airfare, and hotel accommodations for the next AASL national conference taking place in Louisville, Kentucky, in November 2019.

Thank you to AASL for making these resources available to all AASL members. I look forward to reviewing more of the sessions I missed in the coming weeks. I encourage you to take full advantage of this opportunity to learn with and from our colleagues.

Log in soon!

 

Instructional Leadership Opportunities

School librarian leaders belong to school library professional organizations. We read the journals and magazines focused on research and practice in our own profession. We participate in Facebook, Google, and Twitter chat groups and more to learn with and from each other to develop our craft.

While it is essential that school librarians stay abreast of new developments in our own field, it is also important to read the journals and magazines our administrators and classroom teacher colleagues read as well. In addition to library-focused organizations, I belong to two non-library organizations, the International Literacy Association and the Association for Supervision and Curriculum Development (ASCD) in large part to read their journals and access their online resources.

Last May, ASCD’s Educational Leadership published an issue titled “Lifting School Leaders.” Check out the table of contents. From my perspective, school librarian leaders could benefit from reading every article in the issue. These are my comments on four of them.

In her column, “One to Grow On,” Carol Ann Tomlinson notes four ways school leaders claim their authority: bureaucratic (hierarchy), psychological (expectations and rewards), professional (training and experience), or moral (values and norms). In schools where leaders with “moral authority” have invested in building relationships, reaching collective values, and establishing shared norms, they lead their colleagues in creating a collaborative culture based on interdependence and reciprocal mentorship. School librarians can be coleaders along with their principals in creating the conditions that make such a school culture possible.

Instructional coach Anne M. Beaton wrote an article called “Designing a Community of Shared Learning.” She cites the work of Roland Barth, one of the educational researchers who has greatly impacting my thinking about the community of school. Anne realized the richness of instructional expertise that classroom teachers in her school were missing by not being able to observe one another teaching. She set up a rotation and a protocol for educators to learn from visiting each other’s classrooms. For me, her article made a connection to the enormous benefit school librarians have to develop their craft through coplanning, coteaching, and coassessing student learning with every classroom teacher and specialist colleague in their building!

Kenneth Baum and David Krulwich wrote about “The Artisan Teaching Model” as a way to develop instructional expertise. In their article “A New Approach to PD—and Growing Leaders,” they describe the importance of writing, practicing, and delivering engaging lessons as the “defining work” of educators. I could not agree more! The Artisan Teaching Model involves co-creating quality instruction in grade-level, content-area teams facilitated by a team leader. After writing high-quality plans, a teammate observes a colleague teaching and provides feedback. Again, my connection is to the opportunity school librarians have to learn with and from their colleagues through instructional design, delivery, and assessment.

In “Building a Schoolwide Leadership Mindset,” Sarah E. Fiarman, a former school principal, shares how principals can support educators who think in terms of how their actions will benefit the entire school. Rather than focusing their work at the classroom (or library) level, educators with a whole-school perspective can influence the practices of their colleagues. Principals create opportunities for educators, including librarians, to share responsibility for improving teaching and learning by “getting out of their way” and giving them tasks they have never done before. Supporting educators in taking risks helps them grow as leaders in a culture of professional learning.

School librarians have limitless opportunities to serve as instructional leaders in their schools. (Sadly, but it seems all too common, I did not note that a school librarian was mentioned in any of the articles in the “Lifting School Leaders” issue.)

If you do not have access to the May, 2017 issue of Educational Leadership, ask your principal to share her/his copy. Make time to read the articles and note how you are serving and can grow in your instructional leader role. Follow up with an appointment with your principal to discuss what you learned and how she/he can help you further build your leadership capacity.

As Google’s Educational Evangelist Jaime Casap proclaimed in his keynote at the American Association of School Librarians’ conference in Phoenix last month, it’s time for educators to step up our work. Jaime said, “Take the best ideas we have (in education) and bring them to the next level.”

Let’s make sure our administrators and colleagues experience how school librarians are coleading as we build on the best ideas in teaching and learning. In collaboration with our principals and classroom teacher colleagues, we can best serve our students by taking those ideas to the next level.

Image Credit: Educational Leadership Cover courtesy of ASCD

#AASLstandards Resources

New standards cause educators to sit up and take notice. The release of the National School Library Standards for Students, School Librarians, and School Libraries (ALA 2017) at the #AASL17 conference has created a treasure trove of resources to support practicing and preservice school librarians, school librarian supervisors, and school librarian educators in studying and adopting the standards.

As a member of the School Library Connection (SLC) Editorial Board and a regular contributor to the magazine, I was asked along with others to give my initial reaction to the new standards.

This is what I submitted: “The online support for AASL’s National School Library Standards is effective and will support practicing school librarians as they explore and adopt the new language and content of the book. In the book itself, the ‘Standards Integrated Frameworks’ that align the learner and school librarian competencies and school library alignment for each shared foundation and domain may help clarify this initiative for readers.”

You can read all of the comments at “What Do You Think about the New AASL Standards? Librarians Weigh In!

The following are just some of the resources that can help you learn more about the standards and consider how they can help you move your practice of school librarianship forward.

Members of the AASL Standards and Guidelines Implementation Task Force and others have been writing posts on the Knowledge Quest blog. These are three of them:

Counting Down to the Standards Release
Mary Keeling provides background and vocabulary information to help you navigate the new standards.

Leading with Your Leader: Preparing Your Administrators for the New AASL Standards
Kathryn Roots Lewis and Sara Kelly Johns share strategies for sharing the new standards and a suggestion for aligning your work with your administrators.

Something Familiar, Something New: Unpacking the Standards
Daniella Smith provides a list of features that she appreciates in the new standards.

Joyce Valenza wrote a comprehensive blog post to get you started that includes links and annotations to the online resources for the standards: “AASL National Standards: A few essentials to get started!

Peggy George, Susie Highly, and Jane Loften created a #notataasl Livebinder with information about the new standards, including videos and Webinars.

These are some questions you might use to frame your exploration of the new standards.

1. For #SchoolLibrarianLeadership blog readers who were familiar with the previous standards (Standards for the 21st-Century Learner 2009), what similarities and differences do you note between the 2009 common beliefs and standards and those in the new document?

2. For both seasoned and new school librarians, how do the new standards for students or for school librarians compare or align with other initiatives such as Future Ready Librarians or the International Society of Technology in Education (ISTE) Standards for Students and Standards for Educators?

3. What are the connections that you make between the priorities of your administrators and colleagues and the National School Library Standards?

4. How will you implement the new standards for school librarians and school libraries?

If you have comments regarding the standards, I invite you to post them here.

Image Credit: Book Jacket copyright by AASL

 

Everybody Is On Commission

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

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

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

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

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

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

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

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

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

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

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

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

Works Cited

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

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

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

AASL National Conference

is coming to Phoenix! The AASL National Conference & Exhibition is held every other year in locations around the U.S. This year the conference will be held from November 9th – 11th. It will bring about 4,000 members of our profession, authors, vendors, and school library advocates to the Grand Canyon State.

AASL conferences are exemplary professional learning opportunities for school librarians, school librarian supervisors, school administrators, and others who are committed to preparing preK-12 students for their future.

School librarianship has always been a dynamic profession. But with more pressure on educators to prepare future-ready students, the increasing spread of information and misinformation, and the proliferation of technology resources and devices, school librarians and effective school library programs are needed now more than ever.

One-hour concurrent sessions are the backbone of AASL conferences. Check out the schedule of opportunities to learn from colleagues from across the country and link to “concurrent sessions” at various times throughout the conference.

On Friday, November 10th, from 10:00 to 11:00 a.m., I will be part of a panel presentation: “Leadership: Many Roles for School Librarians.” The presenters are the editors and five of the chapter authors from The Many Faces of School Library Leadership (ABC-CLIO 2017): Sharon Coatney, Vi Harada, Debbie Abilock, Helen Adams, Kristin Fontichiaro, Deb Levitov, and yours truly. We will share further ideas from the book in room North 125A.

On Saturday, November 11th, from 3:10 to 4:10 p.m., I will share “Investing in Social Capital Counts.” My session focuses on strategies to make connections and build the relationships (the social capital) school librarians need to diffuse innovations throughout their learning communities. Building instructional partnerships is an essential way school librarians enact leadership and maximize their impact on learning and teaching. The session will be held in 132AB

If you are attending the conference, please consider joining me at either one or both of these sessions. If you are unable to attend Saturday’s session, you can find out more information on the Web at: Investing In Social Capital Counts.

And if you are not able to make the trip to Phoenix, follow the conference on Twitter: #AASL17.

The fact that this year’s conference is being held in Arizona hones a spotlight on the state of the profession in Arizona. Tragically, the vast majority of Arizona students and classroom teachers lack the support of state-certified school librarians. Please read my op ed that appeared in the November 3rd issue of the AZ Daily Star: Missing school librarians means lost literacy learning.”

If you are a national colleague, join me in my commitment to continually improve my practice of librarianship. In addition, if you live in Arizona, please work with me to restore school library programs in our state. Both commitments are for the benefit of our students, educators, families, communities, and nation.

Image Credit: Provided by AASL