Ready and Waiting for the First Day of Elementary School, Fall, 2021

Ready and Waiting for You Book Jacket and School Buses in a Neighborhood illustration by Catherine StockBack-to-School 2021-2022
Back-to-school in the coming academic year may be the first time a kindergarten, first, or second-grade student has ever entered a school building. The pandemic, school closures, and remote learning interrupted many young children’s traditional experience of a first day at school.

That’s why Fall 2021 is so important in terms of setting all children on a positive path with warm and welcoming feelings about beginning their school-based adventure in learning. All parents, grandparents, siblings, caregivers, childcare providers, preschool teachers, school librarians, classroom teachers, and school administrators have a role to play. We can communicate the fun and friendship children will find when they join the community of school.

Loco Parentis
Loco parentis literally means “in the place of a parent.” As educators, we have the responsibility to care for children and treat them as our own. Turnaround for Children is an organization that helps educators understand the brain science behind the important connections we make through building relationships. From their website: “Cultivate Developmental Relationships among teachers, students, leaders, and families, because these relationships are a prerequisite for managing student stress and igniting learning” (https://turnaroundusa.org/).

School librarians who serve the entire school community through the largest classroom in our schools with the greatest number of resources are perfectly positioned to be relationship-building leaders. We create welcoming, safe spaces in our libraries and online for ALL students, educators, and families. We must be intentionally open, positive, and consistent in the way we interact with all the members of our learning communities.

“The sense of safety and belonging that relationships provide is truly the foundation for learning, because they create the context that readies the brain to learn” (Stafford-Brizard 2021, 8).

Social and Emotional Learning
According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), “social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” (https://casel.org/what-is-sel/).

Educators are instrumental in creating a caring, respectful learning environment in their classrooms and library spaces where students’ SEL can grow. One of the key elements of CASEL’s Theory of Action is: “Strengthen adult SEL competencies and capacity by cultivating a trusting community that enhances adults’ professional, social, emotional, and cultural competencies and their capacity to promote SEL for students.”

This presents an opportunity for principal-school librarian partnerships to co-create a positive and effective culture of trust, caring, and safety among faculty so they will carry those feelings and behaviors forward when working with students.

“These teachers remember the passions that led them to become academics, and they do not want to lose the primal energy of their vocation. They affirm their deep caring for the lives of their students, and they do not want to disconnect from the young. They understand the identify and integrity they have invested in teaching, and they reinvest, even if it pays no institutional interest or dividends” (Palmer 1998, 170-171).

Ready and Waiting for You
This spring, Eerdmans Books for Young Readers is bringing back my book Ready and Waiting for You (2013). The book’s bold and vibrant child-friendly illustrations by Catherine Stock and its design (my idea) with opening gatefold doors reinforce the repeating phrase: “We’re ready and waiting for you.”

I recorded a pitch for why this book is perfectly timed for Fall 2021. It is posted on the Eerdmans Books for Young Readers’ Facebook page and their YouTube channel.Ready and Waiting for You Book Cover and Photograph of Author Judi Moreillon with Her Dog Teddy

Eerdmans Facebook Page: https://www.facebook.com/watch/?v=828740571329180

Video Recording on YouTube: https://youtu.be/qNDqwdFztKw

From boisterous school bus mates, a welcoming principal and school mascot to the savvy school librarian and gym, art, and music teachers, too, the children in Ready and Waiting for You meet the entire community of school. When at last they arrive in their classroom, the final lines read: “We won’t be a whole school till you do. Everyone’s waiting for you.”

The importance of extending friendship and fun to every single young child who crosses the threshold to school in Fall 2021 cannot be overestimated. To share an unambiguous message of belonging with each and every child must be the mission of every educator, administrator, and staff member.

Won’t you be a steadfast, caring ally and advocate for all the children in your care this fall? Be sure to let each child know, you’re ready and waiting for them!

Works Cited

Collaborative for Academic, Social, and Emotional Learning (CASEL). https://casel.org

Moreillon, Judi, 2013. Ready and Waiting for You. Grand Rapids, MI: Eerdmans Books for Young Readers.

Palmer, Parker J. 1998. The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life. New York: Wiley & Sons.

Stafford-Brizard, Brooke. 2021. “Supporting Teacher Well-being in a Time of Crisis.” Educational Leadership 78 (8): 84-86.

Turnaround for Children. https://turnaroundusa.org/

Images Credit
Used with Permission from Eerdmans Books for Young Readers

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/

 

School Librarians and the COVID Slide

#schoollibrarians must stop and reverse the COVID slide with photograph of books.We know that youth who do not achieve proficient literacy skills face serious academic and lifelong challenges. The 2019 National Assessment for Educational Progress (NAEP) “average reading scores for students at both grades 4 and 8 were lower in 2019 compared to 2017” (https://www.nationsreportcard.gov/highlights/reading/2019/). Students who do not meet grade-level reading benchmarks can be retained; some may be placed in special education classes. They will likely struggle in the content areas especially after third grade when reading informational texts becomes more prominent in their schooling. Some non-readers will drop out of high school and not reach their potential for a successful life.

Reading proficiency matters!

COVID Slide
A Stanford University study report released last week indicates that based on an oral fluency test, first- through fourth-graders nationwide largely stopped progressing in this measure of reading proficiency in spring 2020 after COVID-19 school closures. The researchers also note that second- and third-grade students reading fluency is now approximately 30 percent behind what would be expected in an academic typical year (https://ed.stanford.edu/news/new-stanford-study-sheds-light-how-much-learning-young-students-have-lost-during-stages).

Although we do not yet know the full impact of school closures on K-12 students’ overall reading proficiency, we can be fairly certain that what we have traditionally called the “summer slide,” reading loss over the summer break, was exacerbated by school and school library closures, remote and hybrid learning, or students’ absence from formal schooling. Once all students are back in the classroom this spring and next fall, the “COVID slide” may be the next great challenge for educators.

School Librarian’s Role in Reading: Book Promotion
It is not surprising the correlational research for several decades has linked the presence and work of a state-certified school librarian with students’ higher reading achievement scores on standardized tests (Lance and Kachel 2018). Of course, there will be an essential role for school librarians in working with administrators, classroom teacher colleagues, reading specialists, and families to revive a culture of reading in their schools when students return to face-to-face schooling. Through progressive collection development that includes curating diverse books and resources and promotion, school librarians will provide displays, booktalks, book trailers, and other strategies to market books and promote reading.

We have traditionally excelled at leading our students, faculty, and families in schoolwide literacy events and initiatives such as read-a-thons, read-ins, poetry slams, battle of the books, book clubs, and more. Initiatives like Project Lit, student-let book clubs may be strengthened by in-person connections among readers and face-to-face as well as online discussions of diverse books. (See the 2020-2021 Project Lit book selections.)

All of these activities are important work,
and school librarian leaders can do more.

Don’t Sell Your Skill Set Short
The American Association of School Librarians Position Statement on The School Librarian’s Role in Reading (2020) aligns the six shared foundations of the National Library Standards for Learners, School Librarians, and School Libraries (AASL 2018) with the many ways school librarians guide students as they develop reading proficiency.

I published an article in the January/February issue of Teacher Librarian, “Literacy Learning Leaders Don’t Sell Their Skill Set Short.” In the article, I reinforce how school librarians can work solo, in coordination, or in collaboration with classroom teachers and specialists to shore up students’ reading comprehension strategies.

“Learning and practicing reading comprehension strategies is the readers’ pathway to being critical users of ideas and information” (Moreillon 2021, 23). Students who know how to select and apply comprehension strategies have a skill set that helps them make sense of difficult and unfamiliar texts. This figure appears on page 23 in the Teacher Librarian article.

Figure 1. Questions to Support Teaching Reading Comprehension Strategies

Reading Comprehension Strategies Sample Questions
Activating or Building Background Knowledge What are your connections to the images or information on the book cover? What do you already know about this topic, author, or illustrator, or what do you need to find out before you read?
Using Sensory Images What pictures are you making in your mind as you read/listen to this book? What other senses are you using, such as hearing, taste, or touch, to make meaning from this text?
Questioning What questions would you ask the author or illustrator if they were here? What questions do you have about this topic or information?
Making Predictions/Drawing Inferences Based on what you have read in this book so far, what do you think will happen next and why do you think that? What can you infer the author means based on your background knowledge combined with the evidence in this text?
Determining Main Ideas What is the main idea the author wants readers to take away from this book? What do you think is the main idea in this paragraph, chapter, or section of this text?
Using Fix-up Options Since you have lost the comprehension thread for this book, will re-reading a paragraph, chapter, or section help you regain it? How does reconnecting with your purpose for reading help you make sense of this text?
Synthesizing What connections are you making to other books by this author or illustrator or on this topic? What other texts can you consult to help you verify the information in this text?

Coteaching Reading Comprehension in Elementary and Secondary School Libraries
I have published two books to support school librarians in learning or reviewing these seven reading comprehension strategies that can be taught and practiced through the library program during storytimes, literature circles, and inquiry learning.

Each book contains background information on the strategies and twenty-one sample lessons plans applied at three levels of reading proficiency. School librarians and their collaborators can adapt the lessons for the students in their care and the resources available to them.

Coteaching Reading Comprehension Strategies in Elementary School Libraries: Maximizing Your Impact (2013) happens to be currently on sale.

Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact (2012) is currently available at the regular price.

“No subject of study is more important than reading…
All other intellectual powers depend on it.”
Jacques Barzun

While there is no doubt technology and other opportunity gaps will continue to plague our students, we must succeed in our mission to help every student become an effective, efficient and joyful reader.

Let’s work with our colleagues to stop and reverse the COVID slide!

Works Cited

American Association of School Librarians. 2020. Position Statement on the School Librarian’s Role in Reading. Available at http://www.ala.org/aasl/sites/ala.org.aasl/files/content/advocacy/statements/docs/AASL_Position_Statement_RoleinReading_2020-01-25.pdf

Lance, Keith Curry, and Debra Kachel. 2018. “Why School Librarians Matter: What Years of Research Tell Us.” Phi Delta Kappan Online. Available at http://www.kappanonline.org/lance-kachel-school-librarians-matter-years-research/

Moreillon, Judi. 2021. “Literacy Learning Leaders Don’t Sell Their Skill Set Short.” Teacher Librarian 48 (3): 22-27.

Nation’s Report Card. 2020. NAEP Report Card: 2019 Reading Assessment. Available at https://www.nationsreportcard.gov/highlights/reading/2019/

Stanford Graduate School of Education. 2021. “New Stanford study sheds light on how much learning young students have lost during stages of the pandemic.” (March 9). Stanford.edu. Available at https://ed.stanford.edu/news/new-stanford-study-sheds-light-how-much-learning-young-students-have-lost-during-stages

Slide created with image:
Prettysleepy. “Books Library Education.” Pixabay.com, https://pixabay.com/illustrations/books-library-education-knowledge-5430104/

Racial Justice Challenge

Photograph of Protesters with SignsLast week, August 3rd – 7th, I participated in the Racial Justice Challenge (RJC). Perhaps you did too. I appreciate the Fogler Library folks at the University of Maine for designing, curating, and facilitating the RJC. It is not too late to participate in this work. The RJC links are live and will be accessible into the future.

Each day, for five days, I received an email with several tasks designed to “learn, listen, share, and take action regarding race, racism, and antiracism.” Along with other participants, I explored how to be antiracist (versus “not racist”), examined issues of race in the media, and designed a personalized racial justice plan. (See the Welcome page.) Some of the resources shared were new to me. I revisited others or used them as springboards to read/view other resources I had in my queue.

As a White middle-class cisgender female and a retired K-20 educator, I participated with a preK-12 educator lens and with an eye for how school librarians can be especially instrumental in antiracist activism. I am currently editing a professional book centered on core values in librarianship, including equity, diversity, and inclusion. The RJC helped me think more deeply about our work and our book.

There is no way to fully share my experience but this is a start.

Note: I am reading Stamped from the Beginning: The Definitive History of Racist Ideas in America by Ibram X. Kendi and appreciate his decision to capitalize both Black and White in his writing. I am adopting that convention here.

Day One
I have long been an avid supporter/follower/reader/user of Teaching Tolerance resources. The RJC kicked off with an article by Cory Collins (2018) “What is White Privilege Really? Recognizing white privilege begins with truly understanding the term itself.”

(Thank you to the facilitators for this article because this gave me confidence from the first day this work would build on what I already knew from my work in K-12 and university-level teaching and research.)

In defining White privilege, Collins cites Francis E. Kendall author of Diversity in the Classroom and Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race (2006): “having greater access to power and resources than people of color [in the same situation] do.” The fact that I have been privileged with the “power of normal” and the “power of the benefit of the doubt” were important reminders to me. These powers ensure systemic racism.

This concept connected for me with Dr. Kendi’s idea regarding the origins of racism in the U.S.: “racial discrimination led to racist ideas led to racist ideas led to ignorance/hate” (2016, 9).

White privilege also endows me as a White woman with the power to remain silent in the face of racial inequity. By definition, my privilege gives me the option to avoid the discomfort of confronting racism because I am “safe.”

In the NPR video: “Me and White Supremacy Helps You Do the Work of Dismantling Racism.” I was introduced to the work of Layla Saad, author of Me and White Supremacy: Combat Racism, Change the World, and Become a Good Ancestor (2020). Ms. Saad is an East African, Arab, British, Black, Muslim woman living in Qatar. She developed a 28-day process that she calls a “personal anti-racism tool” designed to teach those with White privilege how systemic racism works and how they can stop contributing to White supremacy in the world. I appreciate her message: Systems are made by people and can be changed by people. As with changing cultures and school cultures, in particular, there is power and greater opportunities for success in doing this work with a group of colleagues.

From the very first day of RJC, the comment board where participants shared their responses to the resources shared was, for me, one of the most informative aspects of Day 1 and every day thereafter. I appreciate how people anonymously shared their feelings, experiences, and thoughts with the group. Other people’s posts made me think harder about what I was reading.

Day Two
Day Two began with viewing Dr. Ibram X. Kendi’s June 17, 2020 TED Talk: “The difference between being “not racist” and antiracist” (51 minutes). I had previously viewed this video and the one in which he is interviewed by Dr. Brené Brown. My take-aways again were reminders of definitions I believe are central to this work:

Racist = a fixed category – central to who someone is – evil/KKK/White supremacist

Not-racist = racist (denial)

Antiracist = acknowledgment of racial inequities and taking action to eliminate them – cannot be neutral, must admit privilege, be self-critical, and view racism as the problem

Again, the comment board posts were very powerful.

I glanced at the “100 Things White People Can Do to Fight Racism” article written by Corrine Shutack. While I agree with all of these actions, many of them related to political activism, there was part of me that wished these things were framed as what ALL people can and should do. Similar to advocacy in the world of librarianship, it often starts and must be sustained by “insiders” as well as the advocates we enlist to support change.

Day Three
I have shared and discussed the “single story” perspective in my university-level teaching. Chimamanda Ngozi Adichie’s message in “The Danger of a Single Story” is supported today by #OwnVoices and #WeNeedDiverseBooks. Identifying and promoting the diversity of life experiences raises questions in my courses and in my life as an author, which are too numerous to explain here. Bottom line: I always benefit from hearing other people’s responses to this work (see the comment board).

I appreciate the menu of choices the facilitators curated for Day 3. For me, the most useful was the link to “The Best Latinx Books According to Latinx Writers.”

Where I live in Arizona, Latinx and American Indian peoples are the majority minority groups. I am always searching for ways to further educate myself about their cultures and concerns as well as their literature. From the list, I have several books in queue on my nightstand, including In the Dream House by Carmen Maria Machado (2019) and My Time Among the Whites: Notes from an Unfinished Education by Jennine Capó Crucet (2019). I look forward to reading these and other suggestions from the list.

One question asked of participants this day was when were we first aware of our race. Again, as a White child born in 1950, I had a common experience: my world was White.

In 1999, I created a VoiceThread example for a children’s literature course I was teaching to answer “Where I’m From.” As is plain to see, I am from working class Whiteness. It wasn’t until I was around eight when we got our first TV that Black “characters” introduced me to a view of Blackness and delivered harmful stereotypes into our home. It wasn’t until I was fourteen when my nuclear family moved from St. Louis to Detroit that I became aware of the real life lived experiences of Black people.

Day Four
After reading and reflecting on the news stories and how images and print shape perceptions, I viewed “Indigenous People React to Indigenous Representation in Film and TV (Pocahontas, the Lone Ranger)” published October 14, 2019 (Indigenous Peoples’ Day). This video made it clear to me that the interviewees’ responses to various media portrayals of American Indians varied. They did not speak with a single voice and reinforced to me Louise Rosenblatt’s reader response theory that honors the experiences and background knowledge that readers/viewers bring to a text. Some of the differences I noted seemed to be generational. I was delighted to learn the video producer Lauren is of Tohono O’odham and Apache heritage. Few people across the U.S. know about the Tohono O’odham whose southeast Arizona reservation borders Tucson and extends into Mexico.

This video also prompted me to find out which U.S. states have replaced Columbus Day or adopted Indigenous Peoples’ Day. This is the list: Alaska, Hawaii (Discoverers’ Day), Louisiana, Maine, Michigan, Minnesota, Nevada (Aug 9), New Mexico, Oregon, South Dakota, Vermont, Wisconsin, and dozens of cities, including Tucson. Although I already knew my state is not among them, I’m grateful to the K-20 educators who discuss this holiday in Arizona classrooms and libraries.

The Morgan Freeman meme was offensive to me. The fact that people can take someone else’s image, good name, and work and reframe them to meet their own agenda stinks. Considering the work Freeman is doing on social media, I certainly hope Freeman’s reading of Representative John Lewis’s farewell message of activism and love gets more attention.

In terms of interacting with the resources provided, I took a bit of a detour on Day 4 to watch the Black Caucus of the American Library Association (BCALA) video: “Translation of Service: How Does My School Library Program Look Now?” This video prompted me to once again confront the fact that our profession is predominantly White and that the publicizing the work of our colleagues of color is instrumental in attracting more POC to the library and education professions.

I also read “So You’ve Messed Up: Recognising Failures In Your Anti-Racism & What To Do Next” by Orla Pentelow. My goal is to be a non-optical ally. Since I have the fear of making mistakes and can respond to criticism with defensiveness, these strategies are important for me to practice.

On this day, I decided to pick up where I left off reading Kendi’s book for my free choice independent reading.

Day Five
Some participants revealed who they were on the comment board with their final reflections. One person’s post led me to her blog where I learned her school librarian position had been cut and she was, I hope temporarily, stepping away from school librarianship. (She and I have been in touch.) This was particularly disturbing news in light of the BCALA video I viewed the previous day.

I started my Racial Justice Action Plan and found it challenging to complete. I will make the commitment to continue to work on it. As a retired educator (and elderly person according to the CDC), my sphere of influence at this point in time is greatly reduced. I am not currently teaching K-12 students or preservice school librarians. My antiracist acts will mostly involve my continued efforts toward self-education and my interactions with friends and family members, in the letters to the editor and op-eds I write for the Arizona Daily Star, and in my communication with my elected representatives in Phoenix and Washington, DC.

I am, however, editing and contributing to a professional book for school librarians focused on core values in our profession: equity, diversity, inclusion, and intellectual freedom. The resources, reflection, and questions that remain from this week with the RJC will influence my thinking as I complete my introduction and chapter for the book and provide feedback to the other contributors.

Thank you to Jen Bonnet and the Challenge Team at the UMaine Fogler Library for organizing and promoting this learning experience.

Work Cited

Kendi, Ibram X. 2016. Stamped from the Beginning: The Definitive History of Racist Ideas in America. New York: Nation Books.

Image Credit

Life Matters. Pexels.com. https://www.pexels.com/photo/crowd-of-protesters-holding-signs-4614165/

Professional Book Review: Lift Us Up, Don’t Push Us Out!

Book Jacket: Lift Up Up, Don't Push Us Out!This week, August 3rd – 7th, I’m participating in the Racial Justice Challenge. Perhaps you are participating too. Each day, for five days, I’ll receive an email with several tasks designed to learn, listen, share, and take action regarding race, racism, and antiracism. Along with other participants, I will explore how to be antiracist (versus “not racist”), move beyond a single story, examine issues of race in the media, and design a personalized racial justice plan.

I will be participating with a preK-12 educator lens and with an eye for how school librarians can be instrumental in antiracist activism. I look forward to reporting my learning in next week’s blog post.

As part of my preparation, I read essays from Lift Us Up, Don’t Push Us Out! Voices from the Front Lines of the Educational Justice Movement by Mark R. Warren (2018). I was unaware of the book when it was published and am so grateful to the contributors for sharing their experiences in striving for and achieving social justice in schools. You can also access an interview related to #LiftUsUpDontPushUsOut.

The book is divided into four sections. While all of the essays are worth reading, I’m sharing my response to four focused on race and ethnicity.

Part One: Building the Power for Change: Parent, Youth, and Community Organizers
“Speaking Up and Walking Out: Boston Students Fight for Education Justice” was written by Carlos Rojas and Glorya Wornum. Each author tells their first-person story about why and how they became involved with Youth on Board (YoB). Glorya shares how, beginning in 8th-grade, she experienced discrimination and suspensions as a Black student who asked too many questions and looked for family among angry peers. She found “positive energy among angry people” (21) through YoB. She learned how to express strong emotions in a productive way, ask questions respectfully, and lead change. Carlos shares how his life changed when he could say aloud: “I’m undocumented and unafraid.”

Both of these young people were leaders on the “Code of Conduct Advisory Committee” that help change punitive disciplinary practices to restorative justice interventions in their school, their district, and later via legislation that impacts students throughout Massachusetts. They were also involved in creating an app to help students, educators, and parents know their rights and responsibilities. They helped organize student walkouts when the Boston mayor threatened to cut school budgets that resulted in funds being restored.

Carlos and Glorya’s message: Put young people’s experiences, voices, and solutions at the center of educational social justice. While reading their essay, I made strong connections with the young activist life of Representative John Lewis. When educators make a space for student organizing, students can experience agency and advocacy that can carry them and our society forward throughout their lives.

Part Two – Broadening the Movement: Building Alliances for Systemic Change
Last month, I participated in a webinar with Diane Ravitch and Jitu Brown. (It was through that webinar that I learned of this book.) Jitu contributes an essay called “#FightforDyett: Fighting Back Against School Closings and the Journey for Justice.” He tells how school closures in Black and Brown neighborhoods increase class sizes, undermine community cohesion, and price people out of homes with the resulting gentrification. He shares how their advocacy coalition proved in court that closing schools attended by students of color is an act of racial discrimination when small schools in White neighborhoods are allowed to remain intact.

In his essay, Jitu shares how students and multiracial community organizations came together to fight the closure of Dyett High School on Chicago’s southside, a predominantly Black neighborhood. He tells how the community, led by two high school students, engaged in civil disobedience and captured the attention of the national media after the mayor announced the school would reopen as a charter school. This was unacceptable to the community; they presented their vision for a technology and arts curricular focus for their school. As the result of a hunger strike, the community succeeded in keeping the school open and are still working to see their vision come to full fruition.

Jitu’s story and work connect strongly to the challenges we face where I live in Arizona. The proliferation of charter schools has negatively impacted Tucson Unified School District (TUSD), our largest local district. Like CPS and TUSD, large urban school districts struggle to serve all students in their immediate neighborhoods when students are recruited to taxpayer-funded charters thereby reducing enrollment and funding in district public schools. Similar to the situation at Dyett, predominantly Latinx families in the Wakefield Middle School service area organized and have succeeded in reopening and revitalizing a school that was shuttered for under enrollment.

Jitu’s Message: Multiracial coalitions must be rooted in the self-determination of people of colore in order to build powerful movements that win for Black people as well as others impacted by injustice.

Part Three – Educators for Justice Movement Building in Schools, School Systems, and Universities
Sally Lee and Elana “E.M.” Eisen-Markowitz contributed the “Teachers Unite! Organizing School Communities for Transformative Justice” essay in this section. Sally is a founding organizer of New York City Public Schools’ Teachers Unite (TU), a teachers’ organization with a “mission to organize democratic school chapters under the principles of equity, voice, diversity, and action, with an eye toward changing society and building a center for radical teacher organizing” (94).

In 2008, TU co-published Teachers Talk: School Culture, Safety, and Human Rights along with the National Economic and Social Rights Initiative. TU also was involved in creating a documentary film and toolkit called Growing Fairness focused on restorative justice and resisting the racist criminalization of students, in particular.

In the essay, Sally and E.M. discuss the critical importance of a “relational approach” to organizing. This quote jumped off the page at me: “in a functioning democracy, we must slowly build consensus among diverse individuals around core values in order to transform culture” (95). This work must be done locally at each school site where all school stakeholders can lead educational justice guided by the principles of democracy and equity.

Sally and E.M.’s message: “I have seen and felt how schools can be sites of trauma and oppression as well as meaningful growth and change” (97). Let’s join them in working together to advocate and enact growth and change.

Part Four – Intersectional Organizing: Linking Social Movements to Educational Justice
In “The Same Struggle: Immigrant Rights and Educational Justice,” activist researcher and educator José Calderón begins his piece by sharing how, as a new college graduate, he joined the farmworkers movement after hearing César Chávez speak. After returning to his hometown in Colorado, José shares how he supported parents of English language learner immigrant students in marching for and succeeding in instituting bilingual education in the county. He came to understand the connection between immigrant rights and educational justice.

After earning his PhD., José joined with others in fighting English-only education as both a researcher and activist. He has also joined with various coalitions and conducted research related to voting rights, street violence, and advancing community schools. He makes a strong case for the positive outcomes of his work as an activist scholar.

José’s message: By following César Chávez’s principle of living one’s life in the service of others and forming mutually beneficial partnerships, we can look back on our lives and say that we have made meaningful contributions to improving the world.

Transforming School Culture
While I wish I had read these essays in 2018 when the book was published, I was inspired by reading them now in this time of civil unrest and conscientization with the potential of educational transformation. This reading also came to me as I work with seventeen contributors to finalize our book manuscript related to core values in school librarianship–absolutely perfect timing.

Thank you to all of the Lift Us Up, Don’t Push Us Out! contributors.

Work Cited
Warren, Mark R. 2018. Lift Us Up, Don’t Push Us Out! Voices from the Front Lines of the Educational Justice Movement. Boston: Beacon Press.

 

School Librarianship in the Time of Coronavirus, Part 2

Image: Equity spelled out in Scrabble letters.I believe a high-quality education is a human right, and literacy is the foundation for all learning. From my perspective, every student and educator in every school across the country and around the globe deserves to have a literacy learning leader in the person of a certified school librarian. However, lack of funding and misplaced priorities at the state-, district-, and school-site levels have resulted in fewer and fewer professional school librarians and a loss of equitable education for all.

Over the past decade, and in some cases longer, many state legislatures have chipped away at district public school funding. (For the unconscionable situation in my state, see the Arizona Center for Economic Progress’s 5/27/20 “K12 Budget Webinar.”) With ever-shrinking funds, school districts have been put in the position of making difficult choices and far too many times school librarian positions have been seen as “extras” and have been eliminated.

In addition, and as unfortunate, our local reliance on property tax-based funding for public schools undermines an equitable education for all. This perpetuates a system that results in “have” and “have not” districts. Districts with less tax revenue struggle to provide complete academic programs, including well-resourced, fully-staffed school libraries, up-to-date technology tools, art, music, and more.

Site-based hiring practices have also negatively impacted school librarian positions. Without leadership from district-level leaders, far too many site-level administrators fail to understand the value of having a professional educator guiding the literacy learning that takes place through the largest, most well-equipped classroom in the school—the school library. If cutting librarians is based on their poor job performance, then the appropriate response would be to put them on plans of improvement or replace them rather than depriving students, educators, and families of professional library services.

What Is a Librarian to Do?
The school closures of spring 2020 created an opportunity for school librarians to demonstrate to administrators, colleagues, and families their many contributions to student learning outcomes whether or not anyone had access to the physical space of the library.

It is in that context that I share indicators that demonstrate the roles effective school librarians fill in their learning communities as leaders, instructional partners, teachers, information specialists, and program administrators. In these five roles, they:

Leader
Culture of Learning

  • Create a sense of belonging, ownership, and inclusion in the physical and virtual spaces of the library.
  • Design a welcoming and universally accessible online library presence.
  • Provide and advocate for equitable access to diverse resources representing all cultures/identities and divergent points of view in multiple genres and formats.

Library Advocacy & Support

  • Collaborate with administrators to assess students’ and classroom teachers’ needs and develop and implement plans to address them.
  • Communicate clearly and frequently with library stakeholders (students, other educators, administrators, families, and greater community) in order to share the impact of school library resources and the library program on student learning.
  • Seek learning community support for library initiatives to improve student learning.

Instructional Partner and Teacher
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.

Integrated, Collaborative Teaching

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

Reading and Information Literacy Instruction

  • Promote reading for information and for personal enjoyment.
  • Coteach how to locate, find, analyze, and use information.
  • Coteach making meaning from texts in all formats (reading comprehension).

Information Specialist
Information Access and Delivery

  • Reach out to colleagues to support educators’ and students’ use of digital devices and tools and electronic resources.
  • Integrate the paper print and virtual resources of the library into the school’s face-to-face and remote academic learning program.
  • Provide instruction to support students and educators in using electronic resources ethically and safely whether from home or from school.
  • Provide online tutorials to support students and educators in using electronic resources effectively.

Program Administrator
Library Management

  • Align the library vision, mission, and goals with those of the school and the district.
  • Use library management software to generate reports and use data to improve library services.

In-School and Remote Collection Aligned to Curriculum, Classroom Teacher, and Student Needs

  • Assess and develop the paper print and electronic library collection to meet the instructional needs of colleagues.
  • Assess and develop the library collection to meet the academic and personal reading needs of students.

Funding & Budget Management

  • Write grants and seek funding to provide students and other educators with resources, including technology devices and tools.
  • Manage the library budget responsibly and help guide district-level purchases to meet the academic program and personal learning needs of students, educators, and families.

Taking Action
Serving as an effective school librarian is a complex job. It requires a passion for learning and literacy and a steadfast commitment to serve the entire learning community. There are exemplary librarians serving at this high level across the U.S. and around the globe. For two examples, see last week’s post School Librarianship in the Time of Coronavirus, Part 1.

If you are an effective school librarian or other educator, please share with me what I missed. If you are a school administrator or school librarian educator, consider how we can shore up the school librarian profession to ensure that all students, educators, and families have equitable, high-quality library services.

Image Credit

Wokandapix. “Equity Fairness Equitable Letters.” Pixabay.com. https://pixabay.com/photos/equity-fairness-equitable-letters-2355700/

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

Teaching as Soul Work

“One of the most calming and powerful actions you can do
to intervene in a stormy world is to stand up and show your soul.
Struggling souls catch light from other souls
who are fully lit and willing to show it” (Estes 1992).

A couple weeks after the state of Illinois shutdown for the coronavirus, I met via Zoom with members of the Association of Illinois School Library Educators (AISLE). Our conversation was focused on sharing children’s and young adult literature online. I had shared an early draft of the presentation with iSchool graduate students in IS445: Information Books and Resources for Youth.

The astute grad students pointed out to me that the information in the presentation was persuasive, but I hadn’t made time to access librarians’ emotions around school closures. (We devoted time in our online course for sharing and developing empathy for one another’s shelter-in-place situations, but the emotional component was missing from the presentation I had intended to share as a conversation starter.)

Answer Garden Image; odd- it is different working from home; without direction; feeling helpless and underutilize; restless; worried for my children from hard places; overwhelmed, useless, frustrated with the news/misinformation; worried about our upcoming remodel; missing interaction with othersI took students’ feedback to heart and opened the webinar by asking school librarians to share how they were feeling about their schools being closed. Most shared in the chat; some recorded their feelings on the AnswerGarden web above.

Educators’ Caring Revealed
I believe most members of the general public have been previously unaware of the depth of caring for other people’s children felt by the adults who work in schools. One would hope that the front-page stories of classroom teachers, librarians, and other educators going above and beyond for their students would have expanded the public perception of the extent of educators’ dedication to their students and how critical their work is to the health of our economic, social, and civic lives. The parades and special recognition families have shown educators is also a testimonial to how much families value educators.

That said, I’m sure that many of us have also noticed how educators are expressing their feelings of disconnection, loss, or even grief via social media. While many school districts across the country have spent decades focusing on Social Emotional Learning, or SEL (“the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” (CASEL), there has been little talk of how the pandemic has affected the social and emotional lives of educators. (With a nod to an outstanding exception: Courtney Pentland’s 5/14/20 Knowledge Quest blog post: “It’s Important to Give Grace to Others but Also to Yourself.”

Social Emotional Teaching
What we haven’t been talking about, to the degree I believe is necessary, is Social Emotional Teaching (SET). I believe the abrupt closure of schools and the precipitous change from face-to-face to an online environment environment has brought the commitment and dedication of educators to light. And it has also resulted in educators struggling to deal with feelings that are deep rooted in all people whose work is centered in service to others, or soul work. Here are some of my ideas about applying the SEL definition to SET.

Understand and manage emotions: Through exchanging heartfelt feelings with our colleagues, families, and friends, educators can navigate the uncertainty of these times. Increasing self-awareness helps us understand and manage our emotions.

Set and achieve positive goals: Keep previous schedules (waking, working, eating, sleeping) or establish new routines to meet the changing demands of teaching from a distance while maintaining a semblance of normal in family life. Keep a journal to log both daily accomplishments and gratitude for blessings.

Feel and show empathy for others: Educators are empathy experts. The pandemic creates an opportunity for educators to express their empathy for students, families, and colleagues as well as for complete strangers. It is critical that we authentically model the importance of empathy in social and civic life. As Courtney Pentland observes, it is also a time to show empathy for ourselves.

Establish and maintain positive relationships: We must remain vigilant in noting points of light and expressing optimism when interacting with students, families, and colleagues. Stay connected–heart to heart, mind to mind, soul to soul.

And make responsible decisions: All decisions at this time are made in an environment in which credible information is evolving. Make decisions based on verifiable information and be prepared to alter decisions when new information becomes available. This may be most important for educators in terms of individual student’s ability to learn in the online environment, or the ability of families to support student learning.

Teaching Is Soul Work
The academic year has come to a close for many schools in the Southwest. Students, educators, and families deserve credit for completing this academic year in good standing.

The words on the Collier Elementary School marquee, “we miss you,” are not hollow (see 100% Online K-12 Learning). The faculty and staff in schools around the country and across the globe have been sorely missing their students and families. Many are currently missing the end of the year rituals that celebrate shared learning journeys and help students and educators transition to the next chapter in their lives.

These are among the difficult losses we are experiencing as a society.

As Courtney Pentland suggests in her blog post, let’s give grace to ourselves as well to others. Let’s stand up and show the deep caring of our educator souls and be prepared to continue serving students, families, colleagues, and our communities to the best of our ability whatever may come.

Works Cited

Collaborative for Academic, Social, Emotional Learning (CASEL). “What Is SEL?” https://casel.org/what-is-sel/

Estes, Clarissa Pinkola. 1992. Women Who Run with the Wolves: Myths and Stories of the Wild Woman Archetype. New York: Ballantine Books.

Image Credit: Created with AnswerGarden.ch

Professional Book Review: Dare to Lead

In her book, Dare to Lead: Brave Work. Tough Conversations. Whole Hearts (2018), Brené Brown sets out to answer this question: “What would it look like to combine courage, connection and meaning with the world of work?” (2018, xvii). This question could and perhaps should be asked by all of us. Brown’s research process includes conducting and analyzing interviews. When asking senior business leaders what they would change, if anything, about the ways people are leading today, they replied, “We need brave leaders and more courageous cultures” (2018, 6).

Brown defines a leader as “anyone who takes responsibility for finding the potential in people and processes, and who has the courage to develop that potential” (2018, 4). I believe this is what school librarian leaders do as we develop our own knowledge and skills and use our toolkits to influence others to help all library stakeholders, including ourselves, to reach our potential, our capacity.

Four Skills Sets
According to Brown, there are four skill sets at the heart of daring leadership: rumbling with vulnerability, living into our values, braving trust, and learning to rise. In her book she describes each of these in detail. Here is a snapshot:

Rumbling with Vulnerability: “Courage and fear are not mutually exclusive. Most of us feel brave and afraid at the same time” (2018, 10). In a “rumble,” people show their vulnerability, risk what is important to them, in order to build, honor, and keep relationships open while solving problems (addressing the hard stuff). Learning to feel fear and refusing to let it armor or stop you helps you demonstrate courage and influence the courageous behaviors of others. Rumbling with vulnerability is taking the risk being truly “seen.”

As Brown notes, “developing a disciplined practice of rumbling with vulnerability gives leaders the strength and emotional stamina to dare greatly” (2018, 167). She shared a brief case study vignette of Dr. Sanée Bell, principal, Morton Ranch Junior High, Katy, Texas. Bell, a principal who is rumbling with vulnerability said this, “I changed the narrative of our school by growing power with people through distributive and collaborative leadership, and by empowering others to lead. Ultimately, being true to who I am as a person, respecting my journey, and owning my story have given me the opportunity to lead in a deeper, more meaningful way” (2018, 181). According to the school’s website, Ellen Barnes serves as the school librarian. I would love to talk with her about working and coleading with her principal.

Living into Our Values: I think the leading quote for this section is so very true. “Who we are is how we lead” (2018, 165). I believe that our core values in librarianship are “who we are” and are our source of strength and power. When we remain true to our values, we can respond to tough conversations and difficult situations.

As Brown writes, “living into our values means that we do more than profess our values, we practice them. We walk our talk—we are clear about what we believe and hot important and we take care that our intentions, words, thoughts, and behaviors align with those beliefs” (2018, 186). She provides three steps toward this practice. First, we must be able to clearly articulate our values. Brown defines this as integrity. “Integrity is choosing courage over comfort; it’s choosing what is right over what’s fun, fast, or easy; and it’s practicing your values not just professing them” (2018, 189). Secondly, others must see our values evidence in our behavior. And thirdly, we must develop empathy for others and cheer them on while practicing self-compassion for our own steps and missteps toward consistently practicing what we preach.

Braving Trust: Brown cites Charles Feltman who authored The Thin Book of Trust. Feltman defines trust as “choosing to risk making something you value vulnerable to another person’s actions” (quoted in Brown 2018, 222.) Trust is at the heart of relationships and must first be given to others in order for it to develop.

She provides seven categories in her “Braving Inventory,” behaviors that demonstrate trust: establishing boundaries, reliability, accountability, value (keeping confidences), integrity, nonjudgment, and generosity (225-226). Trusting requires courage and “building courage with a partner or in a team is more powerful than doing it alone” (Brown 2018, 227).

Learning to Rise
Resilience is essential for all of us today and is especially critical for decision-makers. “Grounded confidence is the messy process of learning and unlearning, practicing and failing, and surviving a few misses” (2018, 165). Leaders will inevitably make missteps. Owning and learning from mistakes is the hallmark of a true leader.

Standing Up for Our Values
For me, Brown’s work speaks to the need for all educators and school librarians, in particular, to stand up for our values. In our role as leaders, our library values will be put to the test if decisions are made that limit students’ access to the library or threaten their privacy or confidentiality; if books or other resources are challenged or banned, or students’ choices for reading materials are restricted in some other way. When we lead from the library as the center for literacy learning, our values will be tested.

Brown writes that daring leaders who live into their values are never silent about hard things. “Our values should be so crystallized in our minds, so infallible, so precise and clear, and unassailable, that they don’t feel like a choice—they are simply a definition of who we are in our lives. In those hard moments, we know that we are going to pick what’s right, right now, over what is easy. Because that is integrity—choosing courage over comfort; it’s choosing what’s right over what’s fun, fast, or easy; and it’s practicing your values not just professing them” (2018, 189).

There is abundant food for thought in Brené Brown’s work. I invite you to dive in and find the wisdom she has collected through her research and consulting practice. Read Dare to Lead: Brave Work. Tough Conversations. Whole Hearts or Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone (2017). Search for her TED Talks or YouTube videos. You will find inspiration for our work.

Work Cited

Brown, Brené. 2018. Dare to Lead. Brave Work. Tough Conversations. Whole Hearts. Vermillion: London.

Side Note: In the month of February, I will write about Brown’s Dare to Lead section focused on empathy (pp. 118 – 163). For me, this was one of the most powerful components of the book. For school librarians, her work in this area relates directly to relationships with library stakeholders as well as to collection development.