Leading Learning: Advice from the AASL School Leader Collaborative

Last Friday, American Association of School Librarians (AASL) past-president Kathryn Roots Lewis posted “Celebrate Your Influence!” on the Knowledge Quest blog.

This is a must-read, seriously consider, reflect upon, and take action guide for all practicing school librarians, librarian candidates, and school librarian educators.Word Cloud in the letters W and ELeaders and Instructional Partners
The responses from five of the seven School Leader Collaborative (Collaborative) members reinforce the critical actions school librarians have taken during the pandemic. The school librarian’s role as a leader and the Collaborate Shared Foundation (and action taken during the role of instructional partner) are dominant threads throughout the Collaborative members’ comments. These principals and superintendents know the school library can and should be at the center of the academic program and that school librarians can and should lead from the heart of the school.

Although many school librarians have been serving as leaders and instructional partners for decades, the necessity of leadership and classroom-library collaboration came into acute focus during school closures, hybrid and remote learning. These practices must continue into the future if we are to demonstrate our value and reach our capacity to influence teaching and learning in our school communities.

Maximizing School Librarian Leadership
I believe that the testimonials of the Collaborative suggest that educators thrive in a positive school climate characterized by a can-do spirit. In their comments, they ask school librarians to be adaptable and flexible, intentional and effective communicators who practice grace and patience, and serve as outcomes-oriented coteachers who can be assertive team players.

School librarians must be coleaders in building and maintaining a collaborative culture of learning. “Leaders must communicate optimism to their followers. Optimistic leaders support people in taking the first and then the next steps in a change process. School librarians can be coleaders who positively affect school climate and culture through successful classroom-library instructional partnerships” (Moreillon 2018, 130).

Advocacy
From the perspectives of these administrators, the positive results of (more) school librarians serving as leaders and instructional partners has been a “good thing” for students, educators, and administrators.

This MUST become the new normal for our profession!

Publicizing the work of the Collaborative creates an opportunity for advocacy for all of us. But first, it is incumbent upon all school librarians to take action to work toward the highly influential role of instructional coleader in our schools.

After we have taken on that responsibility, sharing the understandings, experiences, and suggestions of these school leaders can help school librarians influence the actions of administrators in their schools and districts. Combining exemplary practice with administrator support will help us achieve our rightful place at the center of teaching and learning.

Coming Soon at the AASL Conference
Pam Harland, Anita Cellucci, and I have just completed a research study of content created by the Collaborative. We will be presenting “The Influence of Standards on School Administrators’ Priorities for School Librarians” during a “Research Into Practice” session at the AASL National Conference in Salt Lake City in October, 2021.

Work Cited

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

Image Credit

johnhain. “We Unity Cooperation Together.” Pixabay.com. https://pixabay.com/illustrations/we-unity-cooperation-together-566327/

School Library Month and The Book of Abel

2020 School Library Month Promotion: Everyone Belongs @Your School LibraryApril is School Library Month. At this time each year, school librarians reach out into our school, local, state, and national communities to show how school libraries matter—to students, educators, families, and communities. School libraries provide access to print and digital books and resources and learning opportunities that invite students into the literacy club, shore up their reading and information literacy skills, and set them on the path to success in school and in life.

I have led and observed many school library programs over the course of my career as a school librarian and school librarian educator. In my experience, there is no such thing as an exemplary school library program without an exemplary state-certified school librarian at the helm.

The greatest asset any library has is a librarian.
R. David Lankes

AND exemplary school librarians are collaborators who find like-minded passionate literacy learning advocates among their administrators, classroom educator colleagues, and families. If one of our essential goals is to lead a culture of reading, then we must form partnerships with others to maximize the impact of our knowledge of literature, curriculum resources, technology tools, and instructional strategies for the benefit of all students.

The greatest assets school librarians have are collaborating colleagues.
Judi Moreillon

With our collaborating colleagues, we can take action to ensure equity, diversity, and inclusion beyond library spaces into classrooms and out into the larger community. We can ensure students’ right to read and their intellectual freedoms of choice and voice. We can create school-based cultures of reading and learning that enrich the lives of all who are privileged to be members.

Literacy Champions
I trust all school librarians have had the experience of working with passionate literacy champions who share their responsibility to create and sustain vibrant cultures of reading. Like you, I am grateful for all educators, from all grade levels and disciplines, who take up this charge alongside us.

Although I didn’t have the pleasure of teaching with her, Daphne Russell is one of those standard bearer classroom teachers who knows that books and reading not only change lives; they also save lives. In April, 2019, I wrote a review of Daphne’s book Read or Die: A Story of Survival and Hope and How a Life Was Saved One Book. In that post, I noted how exemplary school librarians strive to find the “right” book for individual students and support classroom teachers in effective reading motivation and comprehension strategy instruction.

To quote from that post: “If school librarians at any instructional level hope to influence students’ enjoyment of reading, reading proficiency, and successful quest for accurate information, they must create opportunities for individualized reader’s advisory. They must acknowledge the greater influence of the classroom teacher on student learning. They must ‘let’ classroom teachers be the first to bring new books into the classroom to share with students. They must coplan and coteach with classroom teachers and specialists. School librarian leaders must collaborate” (Moreillon 2019).

Sadly, not all outstanding educators like Daphne have experienced school librarians as literacy partners who support the growth and development of individual readers and educators’ literacy-for-all aspirations for their students—non-readers, struggling and striving readers, and avid bookworms alike.

The Book of Abel
Daphne has written a screenplay based on her experiences as a book-pushing, life-changing literacy warrior classroom teacher. The Book of Abel follows a young man who, with the encouragement of his teacher, finds himself and his path forward in life through books.

In the video Daphne produced to promote her film, she includes testimonials from students. I believe many students (and adults) whose lives have been changed or saved through books would provide similar stories—stories that school librarians and classroom teachers could use to make the case for including diverse books in the classroom curriculum (see the 1:11 mark on the video).

At the end of the promotional video, Daphne gives us a sense of how the story will end when she describes how viewers will be moved, perhaps to tears, by the impact of reading on Abel’s life.

Shhhhh
Top secret… spoiler… but no surprise to the school librarians reading this blog post. At the end of the film, Abel will find a home for his reading soul…. in the library.

Please join me and consider contributing to Daphne’s GoFundMe effort to produce and distribute her short film The Book of Abel. (Note: Tuesday, April 6th is Arizona Giving Day.)

Work Cited

Moreillon, Judi. 2019. “Read or Die: A Book Review and a Call to Action.” School Librarian Leadership (blog), April 29. http://www.schoollibrarianleadership.com/2019/04/29/read-or-die-a-book-review-and-a-call-to-action/

 

Innovation and Leadership During Challenging Times

In writing an op-ed on the topic of the Invest in Education Act (Arizona ballot initiative Prop. 208) “Our Opportunity to Repair (Arizona) Public Education,” I wanted to be sure that I was accurately representing the work of Arizona school librarians during closures or hybrid teaching.

I connected with several Arizona school librarians and compared their testimonials to the Back-to-School Survey data collected by the American Association of School Librarians and to my conversation with North Carolina School Library Media Association (NCSLMA) Leadership Academy members.

I am proud to report that school librarians across the country have been and continue to be innovative leaders during remote and hybrid teaching and learning.

Last month, I had the opportunity to think and share with NCSLMA Leadership Academy members during an hour-long Zoom meeting. They had spent several months reading Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018).

Our September conversation focused on the challenges they have faced as librarians delivering library services outside the physical spaces of libraries. We framed our conversation with quotes from George Couros’s The Innovator’s Mindset: Empower Learning, Unleash Talent, and Lead in a Culture of Creativity (2015).

These are some of my takeaways from our conversation organized around the quotes that guided our discussion.

Leadership: “Leaders, whatever their role, will more easily change if they allow others to see them taking risks, failing, recovering, and risking all over again” (Couros 2015, 59).

When we were classroom teachers, we took daily risks with our students. While students are still the primary “audience” for our teaching, school librarians work in fishbowls. When we take risks, we have witnesses: students, classroom teachers, student and adult library aides and volunteers, and administrators, too.

Remote teaching and learning during the pandemic have upped the ante. With libraries closed or in a hybrid model, we often have parents and caregivers who are supporting their children in the (Zoom) “room” just like today’s classroom teachers do. This may test our willingness to take risks, fail, recover, and risk all over again.

The NCSLMA school librarians shared their experiences with taking risks during school closures. They realize that their ability to be vulnerable has been tested in these challenging times. Those who shared expressed that their confidence has grown as they have tried new strategies for serving their learning communities remotely.

Innovation: “Innovation is not about changing everything; sometimes you only need change one thing” (Couros 2015, 60).

Striving for equity can lead to innovation. Spring semester 2020 required thinking outside the box, especially when technology devices and access to broadband were unequally distributed among our students and families. We talked briefly about how the Washington (D.C.) School District, led by Washington Teachers Union President Elizabeth Davis delivered 100% teaching via TV when they learned that 38% of students had no devices or connectivity.

One elementary NCSLMA school librarian talked about collaborating with art, music, and PE teachers to develop televised presentations that could reach all their students. This powerful experience with collaboration could provide the experience these educators need to continue offering topical or thematic connections among their disciplines into the future.

NCSLMA school librarians who were experimenting with curbside pick-up for students expresses the age-old concern of all librarians: will the books come back?

One NCSLMA high school librarian solved the equity problem at her school. She gathered all of the computers that remained in the building and set up an appropriately distanced Internet café in the auditorium. Students who lack/lacked devices or connectivity in their homes signed up to use these workstations to continue their learning.

Technology: “Technology invites us to move from engaged to empowered. It provides opportunities to go deeper into our learning by giving us the ability to consume, and, more importantly, create” (Couros 2015, 140).

The NCSLMA school librarians discussed the problem posed by an emphasis on consumption over creation in face-to-face or remote teaching and learning.

One NCSLMA school librarian mentioned a professional development plan she created in conjunction with her new principal. Their goal is to engage students in inquiry learning using “Applied Digital Skills with Google.”  The outcome and deliverable she has proposed is for 4th/5th grade students to create tech-enabled learning products.

One challenge NCSLMA school librarians identified is that when learning went remote last spring many devices were sent to students’ homes. With the return to hybrid or in-person learning, the resources that were previously in school are now dispersed.

As a result, we asked these questions: What do teaching and classroom-library collaboration look like when all the tech is in students’ homes? Could this be a return to “slow” hands-on learning? How will students respond to using pens and pencils to physically write and to use tactile materials to create learning products?

We talked about the potential of real “hands-on” learning and students working in collaborative small group pods as strategies for helping them rebuild social skills they may have lost when they had little or no face-to-face contact with their peers. We talked about how engaging small groups of students in projects such as writing and performing scripts and music could benefit the whole child/student.

We also mentioned the idea of an “emotional café,” a physical or virtual space, where school librarians can help classroom teachers stay grounded in today’s reality with its current affordances and constraints. We all agreed that leading the social-emotional health of our learning communities is important work for school librarians and other school leaders.

Collaboration: “To truly integrate new learning, it is critical to carve out time for exploration, collaboration, and reflection to allow educators to apply what they are learning. It is the application of learning that breeds innovative ideas and practices that work for your unique context and begin to make an impact for the learners across schools and classrooms” (Couros 2015, 182).

In meeting other people’s needs, school librarians are in a position to build strong collegial relationships that lead to collaboration and build advocates for the contributions we make to the learning community. Through learning with our colleagues, we will be able to apply innovative ideas and practices. We will be able to analyze the results, modify our practices, and engage in continuous improvement as we explore and integrate our own professional development.

Leadership and Vulnerability
I just finished reading Senator Kamala Harris’s autobiography, The Truths We Hold: An American Journey (2019). While I highly recommend the entire book, the “Test the Hypothesis” section near the end connected with the NCSLMA Leadership Academy conversation and with other school librarians navigating these challenging times for teaching and learning.

“Innovation is the pursuit of what can be, unburdened by what has been. And we pursue innovation not because we’re bored but because we want to make things faster, more efficient, more effective, more accurate… We expect mistakes; we just don’t want to make the same mistake twice. We expect imperfections; it’s basic for us… We know that the more we test something, the clearer we’ll understand what works and what doesn’t, and the better the final product or process will be” (Harris 2019, 253).

Thank you to the NCSLMA Leadership Academy school librarians for sharing your experiences, questions, and plans with each other and with me. I leave you with a parting quote: “Leadership requires confidence and vulnerability” (Harland and Cellucci forthcoming). You will be able to achieve a high-level of leadership if you continue to take risks, remain vulnerable, and continually increase your confidence through practice and reflection as you lead students, colleagues, and families through this challenging time.

References

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

Harland, Pamela, and Anita Cellucci. 2021. “Leadership.” In Core Values in School Librarianship: Responding with Commitment and Courage, ed. J. Moreillon. Santa Barbara, CA: Libraries Unlimited.

Harris, Kamala. 2019. The Truths We Hold: An American Journey. New York: Penguin.

Image Credit

Pixabay. “Abstract Blackboard Bulb Chalk.” Pexels.com, https://www.pexels.com/photo/abstract-blackboard-bulb-chalk-355948.

A Conversation with Calvert County School Librarians

Last week, I had the pleasure of an online conversation with a cadre of outstanding Calvert County Public School (CCPS) school librarians and their district-level Specialist for School Libraries and Digital Learning Jennifer Sturge. This team of librarians serving students in Maryland, led by their colleague Monique, were in the process of a professional book study focused on Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy.

After last week’s blog post “School Librarianship in the Time of Coronavirus, Part 2,” their voices from the field were critical to furthering my understanding of ways to increase school librarians’ service to their learning communities—whether or not our physical library facilities are open. Note: Selected indicators interjected into this post are from the 6/15/20 post and demonstrate the roles effective school librarians fill in their learning communities as leaders, instructional partners, teachers, information specialists, and program administrators.

Photograph of a reflection in a pond sending ripples out from a single pointAs a way to engage in reflection, I launched our conversation by posing a “what if” question: “If you are serving your school learning community remotely in fall 2020, what would you do differently from your practice this past spring?” The librarians’ responses fell into four categories: getting physical books in the hands of students, increasing rigor through inquiry learning, communication and collaboration, and working with principals. Although more than one librarian addressed these topics, I have identified one or two people who took the lead in the discussion in each area.

Book Checkout
Many school librarians across the country and around the globe did not have the opportunity to plan for the best ways to get physical books into the hands of K-12 students before schools closed. Theresa shared how she is strategizing some effective ways to checkout and deliver/send books directly to students, especially if they cannot access the physical space of the library. I suspect all of us in the “room” agreed that getting high-quality, diverse books into the hands of youth helps keep their minds engaged in learning and growing as thinking and empathic people. (If you haven’t yet seen it or if you need another smile, checkout Nashville Public Library’s PSA “Curb Side, Baby” | What You Need to Know about NPL’s Curbside Service.”)

For me, this goal reinforces a key indicator in “Reading and Information Literacy Instruction:”

  • Promote reading for information and for personal enjoyment.

Inquiry Learning
Inquiry learning is a core practice in CCPS. High school librarian Donna would like to see increased rigor in remote learning through a greater emphasis on inquiry. School librarians have a strong commitment to inquiry learning as a way to honor student choice and voice. As authentic learning, inquiry prepares young people for lifelong learning. Classroom-library collaboration for instruction and shared responsibility for guiding students’ inquiry projects could improve student success even more when teaching and learning are conducted online.

Promoting inquiry in the online classroom/library is an essential aspect of “Integrated, Collaborative Teaching;”

  • Coteach with other educators whether face to face or online to engage students in critical thinking and deep learning.
  • Co-assess student learning outcomes with other educators to improve instructional strategies and resources and ensure continuous improvement for students and educators.

Communication/Collaboration
Mary Brooke shared her experience of the importance of school librarians communicating with a collective strong voice. She talked about the previously planned lessons that were ready to implement when learning when online. In addition to the lessons created by CCPS librarians, we talked briefly about accessing published lessons and units of instruction in order to fast-track instruction when time for planning is even shorter than usual.

Later in the conversation, we talked about the challenges of carving out collaborative planning time. While most educators agree that time is in short supply, using online tools for collaborative work is essential whether our academic program is face to face or virtual. School librarians who have developed strategies for using online tools to plan may have been ahead of the curve in meeting the needs of colleagues in spring 2020. In addition, educators must encourage school principals to create dedicated planning time for classroom and classroom-library collaboration, which in turn establishes a value for collaborative teaching.

For me, this conversation reinforced the indicators under “Collaborative Planning:”

  • Reach out to teaching teams and attend face-to-face and virtual team meetings to support colleagues’ teaching goals.
  • Reach out to classroom teachers and specialists to coplan and integrate the resources of the library into the classroom curriculum.

Working with Administrators
Again, I believe everyone in the room understood the importance of positive and strong relationships between principals and school librarians. Both Anne and Monique shared their value for working with administrators to address the teaching and learning needs of faculty and students. This spring, many principals and other decision-makers may have been overwhelmed. Anne noted the importance of sensitivity to other people’s stress and monitoring one’s communication accordingly. Monique shared how she worked collaboratively with classroom teachers online this spring. In the process, she created advocates for the library program who may be poised to speak up for the impact of classroom-library collaboration on student learning outcomes.

For me, this is an excellent example of “Library Advocacy & Support:”

  • Collaborate with administrators to assess students’ and classroom teachers’ needs and develop and implement plans to address them.

Learning from Spring 2020
A belief attributed to John Dewey based on this writing in Experience and Education (1938) can be our guide as we prepare for the 2020-2021 academic year: “We do not learn from our experience… we learn from reflecting on experience.” Reflecting on our practice as school librarians is essential and the change and challenge thrust upon educators in spring 2020 created a golden opportunity to learn from our reflection.

Thank you to Jen and the Calvert County Public School Librarians for sharing your reflective process.

Image Credit

From the Personal Collection of Judi Moreillon

School Librarianship in the Time of Coronavirus, Part 1

Perhaps like me, you are an educator who believes that part of achieving restorative social justice in the U.S. involves creating and supporting a high-quality public school system that is equitable and relevant for all preK-12 students regardless of where they live. Such a system would require at least one state-certified school librarian in every public school across this country.

It is in this context that school librarians and our state-level organizations and national association have conducted surveys, held meetings, and worked to develop flyers, posters, and other marketing tools to share how school librarians support student learning—even when the physical space of the library is shuttered and its paper print resources are, for the most part, inaccessible to students, classroom teachers, specialists, and families.

In times such as these, it is important that we look for the bright spots of success that flourish across the U.S. and around the globe as we describe school librarianship in the time of coronavirus and adapt exemplary practices to our own teaching and learning situations.

Two Brilliantly Bright Spots
Last Friday, I attended “Building Strong Partnerships with School and District Leaders,” a webinar sponsored by Future Ready Librarians®. The teacher librarians and administrators from two distinctly different districts shared how they met the challenge of school closures.

Van Meter Community School District (VMCSD) (IA) Superintendent Deron Durflinger and Shannon McClintock Miller, Future Ready Librarians® spokesperson and VMCSD K–12 district teacher librarian shared how their digital learning efforts align with the district’s vision, mission, and culture. Shannon noted that the district was able to build on the communication and collaboration practices that began when they implemented a 1:1 program eleven years ago and fine-tuned in the last few years. In VMCSD, they attribute their success to a focus on empathy and “being there” for their classroom teachers, students, and families. They also noted that having confidence in the support they would receive and “being in it together” gave educators the essential right to fail, learn, and grow.

Vancouver Public Schools (VPS) (WA) teacher librarian Traci Chun and Jeremy Tortora, Associate Principal and Athletic Director, shared how they partnered with one another and their faculty, staff, students, and families to meet the needs of their learning community during the shutdown. Although VPS has had a modified 1:1 program for ten years, it wasn’t the devices alone that Mr. Tortora attributed to their success. He noted that the district and the schools in the district focus on sustaining a culture of collaboration supported by teacher librarians. As Mr. Tortora noted, librarians know the strengths of individual educators and what they need. In addition to tech support, this knowledge helped Traci and other school leaders provide social emotional support for educators.

Both Shannon and Traci shared how the curation tools they had developed with classroom teachers and used with students prior to the pandemic were instrumental in ensuring that students, educators, and families had access to resources and were comfortable using these pathways. In both districts, teacher librarians and administrators were careful not to overwhelm classroom teachers. They provided information and support but enacted the “less is more” concept in terms of covering curriculum and implementing new digital tools.

Reoccurring Themes
As readers of this blog know, I listen and light up when I hear the words “collaboration” and “coteaching.” This webinar did not disappoint. The focus on communication and listening in both districts provided a foundation on which to build their collaborative work. At the building level and at the district level, Shannon, Traci, and all teacher librarians can share their global perspective of the learning community to support educators transitioning to remote learning as well as guide district-level tech tool purchases.

Communication was another reoccurring theme. In both districts, teacher librarians and administrators listened to other educators’ needs and responded promptly and with sensitivity for where the teachers “were at.” They monitored the frequency of their communications and carefully considered the level of support they offered based on individual educators’ needs and capacity to utilize new strategies and tools.

The emphasis on relationship building in a culture of collaboration and clear communication in both districts were in evidence throughout the webinar.

Adapting Practices
Clearly, school closures highlighted the grave injustice created by the inequitable distribution of technology devices and resources needed for students to conduct learning from their homes. In the webinar, moderator Mark Ray noted that some librarians and others listening to this webinar would be thinking about how to adapt the practices in VPS and VMCSD to their own learning environments. I was one of those.

When schools closed in Arizona, 100,000 or more students were without the necessary devices to engage in remote learning. In Tucson Unified School District (TUSD), 18,000 lacked these tools. With about 40,000 students, TUSD, the second largest district in the state, serves an urban, high-needs student population. The district scrambled to provide devices to all students and families. For more on the specifics of the situation in our state, see my 5/15/20 op-ed in the Arizona Daily Star: “What the pandemic has taught us about K-12 schooling in Arizona.”

In light of this situation, my big take-away from the FRL webinar was how many years VMCSD and VPS had been (unknowingly?) “preparing” for the pandemic. While they were ramping up their 1:1 programs and their technology tools support for students and educators, they were focused on the big picture—their districts’ vision and mission and developing a culture of learning and collaboration that carried them through this spring’s school closures.

Bottom Line
It was in this network of communication, caring, and sharing that their efforts succeeded. It was collaboration at all levels—among students, educators and teacher librarians, administrators, and families—that made their move to fully online teaching and learning a success.

Collaboration is the difference we can make… with the support of our administrators. Shannon McClintock Miller

Say, yes! and “be brave before perfect.” Traci Chun

Thank you, Shannon and Superintendent Deron Durflinger, Traci and Associate Principal Tortora for sharing your exemplary work. Thank you, Mark Ray, for moderating this webinar. I highly recommend that all school librarians view this webinar and reflect on their capacity for leadership as they plan and go forward into the 2020-21 academic year.

Image Credit: From the personal collection of Judi Moreillon

Twitter Chat: Job-Embedded Professional Development

This fall graduate students in “IS516: School Library Media Center” are participating in bimonthly Twitter chats. The schedule is listed below. The chats will be based on the pull quotes from chapters in Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy (ALA 2018). We invite you to join us for our first chat on Monday, September 9th from 7:00 to 7:30 p.m. Central Time. Chat questions will be posted on this blog on the Wednesday before our Monday chats.

Monday, September 9, 2019: #is516 Twitter Chat: Job-embedded Professional Development

“A team is not a group of people who work together. A team is a group of people who trust each other” (Sinek, Mead, and Docker 2017, 104).

Professional learning embedded in the everyday practice of educators is an effective way to transform teaching and learning. In this model, school librarians can serve as professional learning leaders. They enact this role in a number of ways: through providing formal staff development; by serving as a member or team leader in one or more professional learning communities (PLCs); and through classroom-library collaboration, which involves trusting colleagues in coplanning, coteaching, and coassessing learning outcomes.

Coteaching offers educators the opportunity to hone their craft while teaching “actual students in real time, with the taught curriculum, available resources and tools, and within the supports and constraints of their particular learning environments” (Moreillon 2012, 142). School librarians add value when they co-collect evidence (student learning outcomes data) to demonstrate the effectiveness of their teaching in terms of what is important to colleagues and administrators. These data point the way toward continuous instructional improvement. Coteaching also creates the opportunity for school librarians to co-lead in a culture of adult as well as student learning in their schools.

#is516 Chat Questions
These are the questions that will guide our chat on September 9, 2019 at 7:00 p.m. CT.

Q.1: What does the term “reciprocal mentorship” mean in terms of classroom Ts & #schoollibrarians #collaboration? #IS516

Q.2: What is your experience in coplanning w/Ts? #IS516

Q.3: What’s an example of “engaging curriculum”? #IS516

Q.4: How do #schoollibrarians & administrators work together for change? #IS516

Please respond with A.1, A.2, A.3, A.4 as each question is posted.

Join us and bring your ideas, resources, experience, questions, and dilemmas to our conversation so we can learn with and from you!

Thank you!

Works Cited

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

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.

 

#IS516 Twitter Chats: Time: 7:00 – 7:30 p.m. Central

Second and Fourth Mondays – Fall 2019

September 9 | Twitter Chat #1
Topic: Chapter 2: Job-embedded Professional Development
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 9/4/19

September 23 | Twitter Chat #2
Topic: Chapter 3: Inquiry Learning
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 9/18/19

October 14 | Twitter Chat #3
Topic: Chapter 6: Digital Learning
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 10/9/19

October 28 | Twitter Chat #4
Topic: Chapter 7: Assessment
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 10/23/19

November 11 | Twitter Chat #5
Topic: Chapter 8: Leadership and Advocacy
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 11/6/19

December 9 | Twitter Chat #6
Topic: Chapter 9: Sustaining a Connections in a Culture of Collaboration
Questions posted on Twitter and on my blog (SchoolLibrarianLeadership.com) on: 12/4/19

Collegiality and Teamwork

Chapter 9 Podcast: Sustaining Connections in a Collaborative Culture

Collegiality and teamwork are essential for future ready educators. In a collegial work environment, coworkers see each other as “companions” or equals. They cooperate and share responsibility for their collective goals and objectives. Collegiality implies friendship, caring, and respect for work mates. Teamwork implies that colleagues work together in an effective and efficient way to accomplish a task or achieve a goal. Members of a team may make unique contributions to the success of the work but all will take “credit” for the outcome.

Peter Senge and his colleagues note that “schools that learn” are in a continual process growth and change. As such, educators in these schools must exhibit collegiality and engage in teamwork in an open and trusting environment. Through developing shared values and common agreements, formal and informal school leaders ensure that the environment remains conducive to collective work.

Competitive Collaboration
It may seem counter-intuitive but principal leader George Couros advocates for a bit of competition among colleagues. He promotes what he calls “competitive collaboration,” in which “educators push and help one another to become better” (Couros 2015, 73). “Competitive collaboration” can help ensure that faculty learn with and from one another, cheer for each other’s achievements, support each other as team members who take risks individually and collectively, fail forward, and grow.

“Competitive collaboration” requires a high level of trust. The willingness to risk and fail in front of one’s colleagues is not easy for most adults. When principals, as lead learners, are the first to demonstrate this level of openness and transparency, it will be easier for faculty members, including librarians, to follow suit. In an environment of trust and shared commitment to each other’s growth, the result of competitive collaboration can be improved student learning and continuous improvement in educators’ instructional practices.

Sharing Data
“Along the way, faculty will share their practices and student learning outcomes data more openly. They will coplan, coteach, and collectively reflect on practice. They will build deeper and more trusting relationships in a culture of continuous learning” (Moreillon 2018, 50). If educators are to succeed at solving individual instructional challenges and schoolwide issues, they must openly share data. Again, it is not easy to actually document a misstep or failure.

Still, sharing data can be a pathway to engaging colleagues in helping individual educators reflect on their practice in new ways. Others can “show” us our teaching from another perspective and suggest strategies for revising our instruction, changing up resources, or making other improvements that can better meet students’ needs. Principals and supervisors can take this role. When we break down the walls between our classrooms and libraries, coteachers can also offer new perspectives on thorny issues.

Building Capacity
Creating the conditions in which all members of the learning community can reach capacity is a primary function of the school principal. School librarians can colead alongside their principals in capacity building. They “can serve as models for continuous learning while they engage in professional development (PD) with colleagues. School librarians help all library stakeholders reach their capacity” (Moreillon 2018, xiii).

One of the on-going challenges for school librarians is that they are not necessarily working in contexts that allow them to achieve their capacity or help students, classroom teachers, and administrators reach theirs. In a fixed schedule library where school librarians are providing planning time for classroom teachers, school librarians cannot achieve their capacity as instructional partners. School librarians who lack library staff, especially a full-time library assistant, cannot fully serve their learning communities if they spend their days doing clerical work rather than teaching. School libraries without adequate budgets cannot provide students, educators, and families with up-to-date books and resources to meet their academic and personal learning needs.

As noted in Chapter 8, leadership and advocacy go hand in hand. School librarian leaders will continuously advocate and enlist stakeholders in advocating for the most effective library scheduling, staffing, and budgets. They will use their voices and influence to build and sustain effective library programs in which collegiality and teamwork can thrive.

Questions for Discussion and Reflection

  1. What is your response to George Couros’s idea of “competitive collaboration”?
  2. What are your/your principal’s specific behaviors that build trust in your learning community?

 

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.

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

 

Continuous Learning, On-Going Assessment

Learners—of all ages—must “replace, modify, or eliminate established patterns of behavior, beliefs, or knowledge. Learning is not about reaching a specific target and then resting on one’s laurels. Rather, it is about a continuous process of building and tearing down and building up again. Transforming a learning culture requires change with a capital ‘C’” (Moreillon 2018, 19).

As centralized instructional partners, school librarians are perfectly positioned to model continuous learning. Along with administrators and teacher leaders, they can initiate, monitor, gather and analyze data, adjust, and propel any change initiative underway in their schools.

Principals’ and School Librarians’ Shared Roles
While changemaker school librarians can make a modicum of progress working with selected classroom teachers, they cannot achieve schoolwide success without the leadership and support of their principal(s). A school librarian’s relationship and communication with the school principal must be a primary focus if a change process is to succeed. School librarians who seek to open the library for additional hours, move to a flexible schedule, adopt a schoolwide inquiry process, improve school climate, culture, and more, must partner with their administrators.

“Together, they develop a culture of collaboration and continuous learning in their schools. While people have both fixed and growth mindsets in various contexts, principals can lead learning by modeling a continuous openness to growth” (Moreillon 2018, 12). Principals who position themselves a “lead learners” and practice distributed leadership may create the most conducive environment for school librarian leadership.

Principals and school librarians can then work together to nurture and sustain the supportive environment that Peter Senge and his colleagues call “schools that learn.” These schools are “places where everyone, young and old, would continuously develop and grow in each other’s company; they would be incubation sites for continuous change and growth. If we want the world to improve, in other words, then we need schools that learn” (Senge et al. 2012, 4–5).

Continuous Learning = Continuous Improvement
Maximizing School Librarian Leadership (MSLL) is intended to provide educators with instructional and cultural interventions that can “help create new norms that foster experimentation, collaboration, and continuous improvement” (Guskey 2000, x). As professional development, the information provided and strategies suggested in MSLL can serve to validate learning and teaching as currently practiced in readers’ schools.

For progressive school libraries, schools, and districts, MSLL may serve as confirmation that the transformation process currently underway is headed in the most effective direction to improve student learning and educator proficiency. For those readers, the book may also serve as a prompt to stretch themselves a bit further, to take another calculated risk, to gather and analyze additional data on their path to excellence.

For other school libraries, schools, and districts that are not as far along on their path to transformation, MSLL may provide targets, guideposts, or tools for self-assessment to further direct the change process. Using this book to clarify vision and mission or goals and objectives is a worthwhile outcome for a professional book study. Engaging in professional conversations around these topics can strengthen communication and relationships among faculty members. These conversations can provide a stronger foundation on which to build collegiality and common agreements.

Confidence
“School librarian leaders nurture, develop, and sustain relationships with all library stakeholders. They build their confidence by continuously improving their skill sets, including pedagogical strategies and technological innovations. School librarians develop their communication skills in order to listen and respond to the ever-evolving needs of learners—students and educators alike” (Moreillon 2019). Through relationships and communication, school librarians lead with confidence (Everhart and Johnston 2016).

School librarians, in particular, may find the information in MSLL will increase their confidence, their willingness, and their ability to lead. By increasing knowledge and improving skills, school librarians can shore up the necessary confidence to step out of their library-centered comfort zone and expand their influence throughout their school, their district, and beyond.

Schoolwide or districtwide goals will require collaboration with stakeholders and on-going assessment of the change process. School librarians who are armed with information and confidence can enlist their site and district administrators as strategic partners who ensure the central role of the school library program in the academic program of the school. They can ensure that state-certified highly qualified school librarians are leading through library programs across their district and their state. “Collaboration is an indispensable behavior of school librarian leaders who help all library stakeholders reach their capacity. Through leadership and collaboration, school librarians cocreate and colead future ready education” Moreillon 2019).

Questions for Discussion and Reflection

  1. What supports are in place in your school or district that make it possible for educators to engage in continuous learning?
  2. What is your role as a school librarian in promoting continuous learning and gathering and analyzing data for on-going assessment toward school/district outcomes?

Works Cited

Everhart, Nancy, and Melissa P. Johnston. 2016. “A Proposed Theory of School Librarian Leadership: A Meta-Ethnographic Approach.” School Library Research 19.

Guskey, Thomas. 2000. Evaluating Professional Development. Thousand Oaks, CA: Corwin Press.

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

Moreillon, Judi. 2019. “Leadership through Collaboration: Memes with Meaning.” School Library Connection Online. https://schoollibraryconnection.com/Home/Display/2193152?topicCenterId=1955261&tab=1

Senge, Peter, Nelda Cambron-McCabe, Timothy Lucas, Bryan Smith, Janis Dutton, and Art Kleiner. 2012. Schools That Learn: A Fifth Discipline Fieldbook for Educators, Parents, and Everyone Who Cares About Education. New York: Crown Business.

 

Reciprocal Technology Mentorship

As noted in the “Reciprocal Mentorship” blog post for Chapter 2: Job-embedded Professional Development learning with and from colleagues is a way to honor the principles of andragogy (adult learning theory) and for educators to provide and receive personalized, differentiated professional development (see Differentiated Professional Development). Learning with and from empowered students in also a way to strengthen our knowledge and skills and diffuse exciting future ready uses of resources, tools, devices, and skills throughout the school building and into families’ homes as well.

Learning with and from Colleagues
Sometimes school librarians are called upon to help colleagues understand the critical importance of digital learning and the benefit of collaborating for students’ digital learning success. To that end, pointing out that the Google News Initiative is taking off and showing educators how they and their students can benefit is a way to launch a digital learning conversation and build background and shared values for coplanning and coteaching.

These are two outstanding resources that may help classroom teachers understand the critical importance of digital learning and give school librarians an entrée into collaboration.

Crash Course has partnered with MediaWise and the Stanford History Education Group to make this series on Navigating Digital Information. “Let’s learn the facts about facts!”

Here’s the “Introduction to Crash Course Navigating Digital Information #1 with Author John Green.”

Also, on the MediaWise website, you will find a link to “Media News” with categories such as “fact-checking” that provide articles to stimulate classroom discussion and collaborative planning and coteaching. There are also links to events and training that educators may want to attend together to ensure the information they learn will make a greater impact on their instruction. MediaWise’s YouTube Channel is likewise a treasure trove.

Miranda Fitzgerald who strategically selected tools and tasks for (elementary) students provides these recommendations for selecting digital tools, which can apply to educators at all instructional levels:

  1. Do not settle for educational technologies designed for drill and rote memorization.
  2. Choose tools that promote discussion and collaboration during reading and writing.
  3. Pair digital tools with rich reading and writing tasks guided by meaningful questions.
  4. Select tools that challenge students to interpret and communicate information using multiple modes.
  5. Seek tools that level the playing field for students with a range of reading and writing skills (2018, 35).

Share these wise tips with colleagues or post them on your office wall.

Learning with and from Students
Speaking of wisdom, it is also wise for school librarians to make an intentional practice of learning with and from students. In any area where students know more than the adults in their lives, young people experience empowerment – increased strength and confidence. Since working with empowered students is our goal, educators must be eager to learn from students (as well as with them).

Student geek squads and school library aides can be mentors for other students, school librarians, and other educators who must be continually upgrading their technology knowledge and skills. Cross-age student technology mentors can be especially effective in K-6 or K-8 schools. Younger students enjoy learning from older and more savvy students in schools that span the grades. We may not reflexively think of these partnerships as “instructional,” but indeed they are, and school librarians can formalize some of these partnerships for the benefit of all.

In this month’s Digital Learning podcast, Jefferson Elementary school library media specialist Louis Lauer in the Fargo Public Schools shared an example of collaborative project with fifth-grade teachers. The project focused on developing materials that educators could use to teach students about the district’s Responsible Use Policy. Not only did fifth-grade students collaboratively develop these materials, they also shared them with 2nd-grade students. Win-win-win in terms of classroom-library collaboration, inviting students to serve digital citizenship leaders, and cross-age learning with younger students.

Internet of Stings, Digital Savvy, and Citizenship
Jennifer Howard published a provocative article in The Times Literary Supplement in 2016: The Internet of Stings. It includes brief book reviews of titles that address the potholes on the Internet superhighway. This cautionary article has haunted me since I first read it and has furthered my belief that school librarians can be problem-solvers alongside classroom teachers and families in order to prepare students for learning, working, and living in the technological age.

Ms. Howard asks this, “How much privacy are we willing to give up to reap the benefits of a networked world? To live digitally is a more complex and ambivalent process than any of these books captures, and there are risks that the authors do not acknowledge – for instance, how to archive and access the public data and cultural knowledge being created in quantities never seen before. At this moment in our digital evolution, though, what worries me most is whether we can find the collective will and the technological capacity to reclaim the internet from those who use it to exploit, control and abuse, whether they are criminals, governments, or white supremacists. It would be a disaster to let this decade spiral into a tech-enriched replay of the 1930s. Fear technology if you must, but fear the people who control it more.”

Clearly, it will take all students, educators, and families working together in order to help each other develop digital savvy and citizenship. Reciprocal mentorship among all stakeholders is required.

Questions for Discussion and Reflection

  1. Why is it important to learn with and from students and colleagues and share information with families in the area of technology tools use and integration?
  2. How are you currently teaching/coteaching digital savvy and citizenship?

Work Cited

Fitzgerald, Miranda. 2018. “Multimodal Knowledge Building: Meaningfully Using Digital Tools to Foster Disciplinary Learning.” Literacy Today 36 (1): 34-35.

Howard, Jennifer. 2016. “The Internet of Stings.” The Times Literary Supplement. https://www.the-tls.co.uk/articles/public/internet-of-stings/

Differentiated Digital Professional Development

There is no doubt in my mind that when classroom teachers, specialists, and school librarians coteach they offer each other reciprocal mentorship; they learn with and from one another. In the context of digital learning, this results in differentiated digital professional development for all educators and improved outcomes for students.

Rose Else-Mitchell, who is currently the Chief Learning Officer at Houghton Mifflin Harcourt, conducted a study in 2017 in which she found that 2/3rds of classroom teachers are using technology in instruction but feel they need more support and training (cited in Wolf 2018, 182). When educators are coplanning and coteaching as equal partners, their combined digital teaching and learning expertise enhances experiences and ensures that instructional innovations, including students’ use and mastery of technology resources and tools, are diffused throughout the learning environment.

Research Related to Adult Learning
Andragogy comprises principles of adult learning. As mentioned in the “Professional Development is Key” blog post last September, these principles should be adhered to in formal professional development as well as in informal coteaching/reciprocal mentoring. Adults learners:

  1. are self-directed and take responsibility for their own learning;
  2. have prior experiences that can be a positive or negative influence on learning;
  3. are motivated by an internal need to know;
  4. and have a problem-solving orientation to learning (Knowles 1990).

School librarians are wise to approach collaboration from the perspective of helping a colleague solve her/his instructional challenge. With regard to school librarians’ role as technology mentors, this can come from a place of sharing what we know, learning from what the other educator(s) knows, or taking a risk together to attempt something new in order to engage, motivate, or challenge students.

In my experience as a school librarian educator, I found many graduate students who were learning new technology tools felt supported by taking a risk with a university classmate or building-level colleague. Educators found that identifying resources and tools, troubleshooting tools with students in mind, and providing students with choices and a menu of resource and tool options can be more successful with two or more designer-facilitators of learning.

Exemplary Practice from the Field
Laura Long is the school library media specialist at Highland School of Technology in Gastonia, North Carolina. In her January 10, 2019 Knowledge Quest blog post “The School Library, Makey, Makey, and Learning,” Laura shared an exemplary example.

Laura’s colleague Jamee P. Webb teaches English III (11th grade). This is how Laura describes Jamee, “She is a frequent collaborator with me in the school library, and she is a lifelong learner. It is fun to watch her discover new strategies, apps, and products that she can use with her students.” (This description says as much about Laura who wrote it as it does about Jamee.)

When Jamee earned a grant for “Makey, Makey STEM kits,” Laura, Jamee, and instructional technology facilitator Katherine Leatherman explored the Makey kits with Jamee’s classes. The two-day project culminated with student-created poetry using the U.S. Constitution and the Bill of Rights as background information. (Please read Laura’s entire post.)

Also, on March 6, 2019, school librarian Harry Oslund from William J. Brennan High School in Northside ISD (Texas) and the school’s academic technology instructional support specialist Ryan Fontanella are offering a webinar titled “Using Makerspaces to Build Teacher/Librarian Collaboration” via AASL’s eCollab. I am excited to hear their presentation and learn how they are collaborating to maximize the impact of their school’s makerspace on students’ classroom-based learning. You can sign up here: http://www.ala.org/aasl/ecollab/makerspaces

Embracing Tasks Before Apps Mindset
When I read Laura’s post, I was reminded of an article that was written by Monica Burns (ClassTechTips.com) that appeared last September in the Association for Curriculum and Development’s Education Update. Dr. Burns offered four tips for keeping the focus on tasks rather than on the technology tools themselves. These tips support classroom-library coplanning and coteaching in the context of digital learning.

  1. Review curriculum goals.
  2. Reflect on creation opportunities.
  3. Take stock of student interest.
  4. Find your partner in technology (Burns 2018, 4-5).

Unfortunately, Dr. Burns didn’t mention school librarians as natural partners for classroom teachers when it comes to curating and integrating apps and other technology tools and devices into classroom instruction.

As Laura Long’s experience shows, when classroom teachers, school librarians, and technology instructional coaches pool their expertise and resources exciting, successful, and digitally rich learning experiences happen for students.

Questions for Discussion and Reflection

  1. How do you currently practice technology-focused differentiated professional development with and for your colleagues?
  2. What ideas do you have for improving technology-focused differentiated professional development with and for your colleagues?

Works Cited

Burns, Monica. 2018. “Embracing a Tasks Before Apps Mindset.” ASCD: Education Update: 1, 4-5.

Knowles, Malcolm. 1990. The Adult Learner: A Neglected Species. 4th ed. Houston: Gulf.

Long, Laura. 2019. “The School Library, Makey, Makey, and Learning.” Knowledge Quest Blog. https://knowledgequest.aasl.org/the-school-library-makey-makey-and-learning

Wolf, Maryanne. 2018. Reader, Come Home: The Reading Brain in a Digital World. New York: Harper.