The Marvels – A Preview

marvelsA room bursting with librarians waited with baited breath for the appearance of an amazing children’s literature hero—Brian Selznick. When he flew up the center aisle, arrived at the podium, and faced the screen, the live (!) piano music began, the curtain went up, and all eyes turned to the images from Brian’s forthcoming book The Marvels. Readers who have come to expect great works of art from Mr. Selznick will not be disappointed. (There are no spoilers in this post.)

The Marvels begins in 1766 with more than two hundred images that tell the mysterious story of a theatrical family. Spanning several generations, Brian’s drawings portray the ships and their rigging, theater stages and scenery, and tell of  sea-going adventures and land-based dramas. (Did you know that theater terms such as “crew” and “boards” were derived from sailing terminology? I didn’t. Brian taught me that during his presentation.)

When the images end, readers find themselves in 1990 reading a story based in print only. A boy named Joseph has run away from boarding school and is searching for the address of an uncle he has never met. When he arrives at his uncle’s home at 18 Folgate Street, Joseph learns family secrets and more. Finally, an illustrated-only conclusion brings the first two parts of the book together in a satisfying present-day conclusion.

During this Scholastic-sponsored book launch at the American Library Association Annual Conference in San Francisco (June, 2015), Brian shared his finely drawn art, read from the print in the book, and shared bits of his writing and illustrating process. We were privileged to peek inside his studio to see hundreds of thumbnail sketches and then more than two hundred final illustrations displayed in sequence on his studio wall. We also had the opportunity to travel to London where Brian researched and worked on the book. He shared photographs of his apartment in Piccadilly and the marvelous home of Dennis Severs at 18 Folgate Street.

We who serve the literature needs of young people (and feed our own imaginations and love of story with children’s books) are once again thankful for the wonder that is Brian Selznick. Pre-order a copy today and kick off your fall reading with an awe-inspiring book.

Image courtesy of Scholastic Books, Inc.

Resources to Support All Learners

sign_tagxedoThis month the BACC co-bloggers will share thoughts and examples of the school librarian’s role in differentiating instruction so that all learners have opportunities to succeed.

This word cloud image encapsulates many keywords associated with learning through the school library program. The work that school librarians do in their schools is always interdisciplinary and supports students in making connections to crystallize their learning.

English language arts learning objectives related to reading, writing, listening, and/or speaking are part of every lesson we coteach. We collaborate with educators teaching various grade levels and all content areas. The learners we work with have a wide range of background knowledge and are at various measures of proficiency for any skill or strategy we set out to coteach.

How does the library environment support the differentiation that students need to succeed?

Due to ubiquitous access to the library’s electronic resources and the Internet, some classroom teachers and students may think that involvement with the library’s print collection is unnecessary. For those who take that view, I highly recommend reading “Why digital natives prefer reading in print: yes, you read that right,” an article that appeared in the Washington Post on February 22, 2015. The article notes: “Readers tend to skim on screens, distraction is inevitable and comprehension suffers.”

I have had this experience more times than I can count. After introducing an online pathfinder of electronic resources, high school students quietly call me over to whisper in my ear, “Isn’t there a book about this?” Classroom teachers are often surprised by such student requests; I am not.

With the print and electronic resources of the library and the Internet, school librarians develop expertise at integrating resources in multiple genres and formats into students’ learning opportunities. Of course, classroom book collections offer some range of resources, but the library collection’s range is far wider. School librarians develop print collections at the widest possible range of reading proficiencies on topics that cover all areas of the curriculum.

School librarians’ ability to connect the “just right” resources to meet each learner’s needs is one of the strengths, in terms of differentiation, that we bring to the classroom-library instructional partnerships.

Works Cited

Rosenwald, Michael S. “Why digital natives prefer reading in print: yes, you read that right.” Washington Post.com. 22 Feb. 2015. Web. 02 Mar. 2015 >http://www.washingtonpost.com/local/why-digital-natives-prefer-reading-in-print-yes-you-read-that-right/2015/02/22/8596ca86-b871-11e4-9423-f3d0a1ec335c_story.html>.

Word cloud created at Tagxedo.com

School Libraries – Reinvented?

shooting_starThe BACC bloggers are experimenting with exploring a shared topic each month. We will share various perspectives and points of view.

This month we are looking at school libraries as compared with classroom libraries and book rooms and the impact of leveled reading on library resources. Overarching question: If a school librarian’s goal is to strengthen her/his relationships with classroom-bound teachers, what roles might the library collection play in supporting teachers’ teaching and students’ learning?

While I was pleased that the eSchool News noted their #1 Top Story of 2014 was “Libraries, reinvented,” I must take exception with the reasons they cited in this article. According to eSchool News: “With libraries serving as many schools’ central hubs, it’s only natural that they would intersect with many of the other top trends on our list—by setting up maker spaces, letting students explore coding, and helping to increase student access to the internet after school hours.”

Providing students with “trending extras” such as makerspace and coding opportunities does not capture the most meaningful contributions school libraries make to learning and teaching. These two examples should not be restricted to the library environment and would be most effective if integrated into a total-school program. School libraries that are open for after school hours have always provided students with access to whatever resources they need; this is not new and should not be news.

In my opinion, school libraries first and foremost contribute resources and the expertise of the school librarian (not necessarily in that order). While library resources and school librarians’ skills have changed, these contributions have been consistent — at least for the quarter of a century I have been involved in school librarianship.

According to literacy educator Frank Serafini, at least 100 books per child should be the goal for a well-stocked classroom library and recommends that classroom libraries contain 2,500 – 3,000 books in all genres and at all reading levels (37). While I applaud classroom teachers that write grants, raise funds, and use their own financial resources to provide students with classroom libraries, my experience tells me that a classroom collection cannot compare with a well-developed and managed library collection.

A school librarian who aligns the library collection with the curriculum and provides independent reading selections for students can provide a wider selection of books and resources in all genres and more support for readers at all reading levels. Involving classroom teachers in reviewing, recommending, and purchasing resources for the library is one way for the school librarian to strengthen her/his relationships with classroom teachers. This can be done formally with a Library Advisory Committee or informally with individual teachers and grade-level teams.

Reference

Serafini, Frank. Around the Reading Workshop in 180 Days: A Month-by-Month Guide to Effective Instruction. Portsmouth, NH: Heinemann, 2006.

Word cloud created at Tagxedo.com

Collaboration:Build a Plan for Advocacy

In last week’s blog post, I outlined the scenario that has been unfolding in Vermont concerning proposed changes in the state statutes that describe school quality standards.  In the draft document, language about school libraries and staffing was eliminated, and a group of volunteers from the Vermont School Library Association (VSLA) has been collaborating to make sure that the language is reinserted.  So far, the action plan that was developed through the collective capacity of the group has been well received, and we are quite confident that our advocacy is on a successful track.

Here are a few ideas about collaborating for advocacy based on our experience:

  • Set group communication and actions-meetings face to face and virtual-Google docs, presentations, Skype, email, listserv.

Our group began meeting in late August, just as the school year was underway. Certainly, it was not a time for leisurely study of the issues, and we were aware that the Vermont Board of Education would be scheduling public hearings on the proposed changes in October. Our window of opportunity would be short.   Since we represented schools in both urban and rural areas from far corners of the state, we set up Google docs and used Skype when someone could not meet face to face.  TGFG-Thank goodness for Google!  After brainstorming a “to do” list, each person took responsibility for a piece of the action, and shared through our Google documents, presentations, and email.

  • Understand the issues, and the process, develop talking points.

Fortunately, the State Librarian was part of the group, and her contacts at the state level allowed us to move forward quickly.  The person who was the project coordinator for the revised document was very helpful in explaining the process so far, and also for helping us to understand that we still had an opportunity to suggest changes.  As a talking point, we developed a chart that compared the previous document to the proposed one. It clearly showed that all references to school libraries and library staffing had been eliminated. It included our suggested language to be reinserted, as well as, a rationale for school library programs, regionally and nationally.

  • Create a list of possible contacts, and supporters.

Brainstorming our own contacts, we came up with a list of possible people who might be in a position to help in advocacy planning.  We knew that we would need to alert our membership, but we wanted to have a clear message before we “called in the troops.”  We knew that we wanted the message to focus on the impact on students, not on our jobs.  We wanted to show what would happen if school library programs were not available for children all over the state.  Lots to think about!

  • Create a timeline of events, actions.

Through the State Librarian, we were able to schedule a meeting with the Secretary of Education, so that we could advocate for restoring language about school libraries and school library staffing to the Education Quality Standards.  After that meeting, we were assured that he would support our request with the State Board of Education during the review process.

On September 17, the president of VSLA, Denise Wentz, and I made a presentation at the monthly meeting of the State Board of Education.  Our focus was on the positive impact of school library programs in our state. See slide 22  for our concise talking points, “Why a School Library Program?”  https://docs.google.com/presentation/d/1RAY0bX0RwK1Ets1ky80DWH9KxftZADVcCZ7Ft8ZdTbc/edit#slide=id.g11a3c625c_2_42

Three public hearings will be held in October, and we are encouraging or members to bring supporters who will tell why school library programs are important to them.  Alternately, we are asking supporters to send letters or email to the Board during the public comment period.

  • Gather resources to support talking points.

Have your ducks lined up in one place that can be shared with all stakeholders. There are many resources available from a variety of organizations, experts, and bloggers.  In order to share the best of the best with our membership, we have gathered recommended “go to” sites, infographics, and documents that can be used to support school library advocacy.  We are happy to share them with everyone through this livebinders link: Advocacy for School Libraries  http://www.livebinders.com/play/play?id=1014077&backurl=/shelf/my

  •  Communicate with membership and other stakeholders.

Advocacy is an ongoing and organic process.  In VSLA, we will continue to focus on advocacy at all levels. It is not done by presenting at one meeting to administrators or school board members.  It is accomplished day to day with intentional purpose for making sure that the school library program is visible and essential for all learners.  Blogs, photos, newsletters, and websites are great vehicles for continuing to put a face on our programs.  Have a brand, have a mission, and don’t be afraid to shine.

 

 

 

 

Best of KQ: Instructional Partnerships

Best_of_KQ_IPsAlong with AASL President Susan Ballard, I co-edited the just-released Best of KQ: Instructional Partnerships: A Pathway to Leadership. Susan and I had the opportunity to select outstanding articles written by scholars, researchers, and practitioners in the field. Gleaned from more than a decade of issues of Knowledge Quest, the journal of the American Association of School Librarians (AASL), this book attests to the fact that the call to serve in the instructional partner role is not new AND it is timely!

Check out the press release on the ALA Web site.

In the changing landscape of 21st-century education, this role may be more imperative than ever. Whether your school is in the process of “reforming” or “transforming” the academic program (see Judy Kaplan’s May 28th post), it is essential that school librarians are fully engaged and yes, lead, in these efforts. The Best of KQ: Instructional Partnerships is organized in three categories: instructional partnerships in the broad context, research related to instructional partnerships, and classroom-library instructional partnership in action. The authors of the articles in the book provide a framework, research evidence, and examples from their own practice to help school library colleagues take the lead. Kudos to all of you!

Implementing instructional partnerships is not easy. It requires many of the “habits of mind” (Costa and Kallick) expected of 21st-century learners including flexibility, persistence, practicing critical thinking, reflection, and metacognition, and above all, continuous learning. If educators expect P-12 students to achieve these dispositions and practice these behaviors, then it behooves us to model these for them. Creating, developing, and sustaining instructional partnerships with colleagues is one way to do just that.

AASL has made the “Coteaching” Webinar that Susan and I hosted in March 2012 freely available on the Web for thirty days. Several authors from the KQ 40.4 “Coteaching” issue shared their experiences during the Webinar; some of their articles were reproduced in this Best of KQ: Instructional Partnerships monograph.

Works Cited

Costa, Arthur L. and Kallick, Bena. (Eds). Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success. Alexandria, VA: Association for Supervision and Curriculum Development, 2008. Print.

Moreillon, Judi, and Susan Ballard. (Eds.) The Best of KQ: Instructional Partnerships: A Pathway to Leadership. Chicago: American Association of School Librarians, 2013. Print.

Little Red Wagon

Who doesn’t love a red wagon?  I guess I just wanted one for my library, but it became an important collaborative tool.  Along with the red wagon, I created a “Red Wagon Request Form” copied on bright red paper.  Forms were kept at the circulation desk and near teacher’s mailboxes.  The form included a line for teachers to share the unit they were planning and a check list of possible resources they needed including fiction, poetry, informational, but also websites, videos, and “other.”   There was also a place to check “I would like to plan a collaborative lesson related to this topic.”   This was one, but certainly not the only way, that teachers alerted me to upcoming units of study. For some teachers it was a comfortable and convenient way to initiate collaboration.

The form was often re-purposed by teachers.  If a team planned without me, they would collaboratively fill out the form to let me know what they were thinking about.  One teacher used the form monthly to re-fill the book baskets in her classroom.  The list would include a selection of genres, a balance of reading levels, and often a variety of formats (e.g. magazines or graphic novels).  This teacher promoted a community of reading in her classroom and was likely to booktalk and promote the titles that filled the wagon. Classrooms also had an “author of the month” and this would be a reminder to update those selections.

Someone observed that it didn’t matter what they asked for on the form, I always managed to fill the wagon.  The red wagon was a vehicle for flooding classrooms with library books and materials, pushing the collection out the door and closer to students, and providing a range of materials related to curriculum goals.

The bright red form could not be overlooked in my mailbox or on my desk.  The form got my attention and was generally filled within a day.  Completed forms served as one type of documentation for the services provided by the library.  The fat file of completed forms provided evidence of the integration of library materials and library services with classroom instruction.

The red wagon always seems to garner attention whenever I share it.  Thanks to Amy Sweetapple for her comment on my earlier post.  Maybe there will be other red wagons rolling around out there!