Welcome to the official launch of the Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (MSLL) 2018-2019 Book Study. I invite you to read one chapter each month and participate in weekly blog discussions throughout this school year.
Podcast – Episode 1: Building Connections for Learning
Each chapter in the book opens with an invitation to connect your background knowledge and experience with the content of the chapter. The prompt in Chapter 1: Building Connections for Learning asks you to consider how the current culture in your school supports your personal growth and how does it support individual and collective risk-taking, problem solving, and innovation.
These may or may not be easy questions to answer. You may be new to a school, or you may be serving in a new role this year and have yet to realize the affordances of your current school culture. If that is the case, think about your previous school or work environment.
Have you served, or do you serve in a culture that supports your professional growth?
According to the glossary in MSLL, culture is “a way of life. It is comprised of shared beliefs, values, knowledge, attitudes, language, behaviors, social interactions, and more. Cultures are created by people over time. Cultures are dynamic; they are not fixed. Cultures change as people’s needs and norms change” (Moreillon 2018, 170). For me the keywords in this definition are “people” and “dynamic.”
When building a culture of learning in your school, your relationships with people are THE place to start. People who know, like, and respect each other are more likely to invest in the success of the entire learning community. As a school librarian, you make sure that the strongest relationship you form and nurture is with your principal. You will build relationships with library staff, volunteers, and student aides. You will build relationships with individual classroom teachers and specialists and with grade-level or disciplinary teams. You will build relationships with the Parent-Teacher Association/Organization leaders and students’ family members.
Simply put, you must build relationships in order to position your work and the library program at the center of the learning community.
There are many ways to build connections via relationships. With your principal(s), it may be through regular face-to-face meetings, via email or other electronic communication, by sharing lesson plans, monthly newsletters, and quarterly reports. It may be through professional development opportunities you are facilitating for faculty. Wise school librarians regularly leave invitations to see what’s happening in the library and other positive notes in their principal’s mailbox. All of these communication venues will focus on sharing how you assist your principals in meeting their goals for faculty, students, and the school.
The teachers’ lounge in any school can be a positive point of contact, or it can be a place for airing complaints. If it is the former, be sure to get out of the library and into the lounge whenever you can. Get to know about classroom teachers’ own children (grandchildren) as well as their students. Listen and learn as they share the successful happenings in their classrooms. Be on the alert for problems they might share that you can help them solve. Share yourself as well as the resources and learning experiences centered in the library. If you cannot change the teachers’ lounge into a positive place for developing relationships, steer clear of it.
Forming advisory committees that include administrators, classroom teachers, students, and families is one sure way to build relationships. Make sure these committees have a defined purpose, such as setting library procedures, overseeing the library’s Web presence, or planning a literacy event. Library student aides can become the school librarians “own kids.” Not only do they help manage the library, they also further develop literacies and give school librarians insights into possible challenges other students may be having in using and creating with information.
Effective school librarians build connections between professional development and practice; resources and curriculum; libraries and classrooms; inquiry and the disciplines; and future ready learning and college, career, and community readiness (see figure 1.5). Building these connections can best be achieved in a learning commons model. This model “for the use of the library’s physical and virtual spaces, its resources, and the school librarian focuses the library program on knowledge-building by students and educators alike” (Moreillon 2018, 173).
“Advancing progressive learning approaches requires cultural transformation. Schools must be structured to promote the exchange of fresh ideas and identify successful models with a lens toward sustainability — especially in light of inevitable leadership changes” (NMC/CoSN 2017, 4). I believe that school librarians can play a pivotal role in initiating, maintaining, and sustaining cultural transformation in their schools.
If the school library is known as a place for the open exchange of ideas, school librarians can help ensure that the school culture is a dynamic one. This open exchange will happen when there is trust among educators, students, and community members. With an exploratory and risk-taking approach, school librarians who have co-created a “learning commons” in the library will be on the forefront of identifying, testing, and developing successful strategies for transforming teaching and learning.
Questions for Discussion and Reflection
- What are your go-to strategies for building connections in your school learning community?
- How does your school library program reflect a “learning commons” model, and how can you capitalize on this model to transform learning and teaching in your school?
Moreillon, Judi. 2018. Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. Chicago: American Library Association.
New Media Consortium and Consortium for School Networking. 2017. The NMC/CoSN Horizon Report: 2017 K-12 Edition. https://cdn.nmc.org/media/2017-nmc-cosn-horizon-report-k12-EN.pdf