Final post! Whew!
Fittingly, our final set of readings is focused on assessing how effective the school library actually is. Once you've put in all the energy and time managing, collaborating, creating access, instructing, etc., you need to understand the outcome. How to do this? Well, Young suggests librarians collect data in three main categories: access (hours open, staffing, remote access to online resources); suitability (how well the library program meets curriculum needs); and competency (just how knowledgeable is library staff??). This article also gives an overview of the different entities that collect data on libraries/academic performance, at the state-level, etc.
Young asks "Are students finding adequate and sufficient resources to complete assignments without having to go to the public library?" While I understand that the school library should contain enough material that students can do their homework, is a trip to the local library such a bad thing? Why duplicate resources? Seems like a good area for collaboration.
The Todd article discusses why assessment is meaningful and how it is approached in different contexts around the world. The most interesting part of the article was finding out a bit on global perspectives on school librarianship--how it is researched, understood, and valued by different countries.
Mueller writes "If a goal is worth pursuing, it is worth measuring." I guess school library skills are worth pursuing, because he goes on to discuss some ways of measuring students' grasp on them. In particular, this article is focused on the idea of "authentic assessment"--doing "real world" work to demonstrate competency of some skill or knowledge area. As such, it's tricky to get a good idea of how well students understand what they have learned. There are often multiple "right answers," and no sure way to assess comprehension of a standard. When thinking about the various standards we have examined, I wonder how it would ever be possible for these to be accurately tested, since so many of them could be interpreted in so many ways...
Like always, the reading from Woolls this week is eminently practical, listing strategies for assessing all aspects of the library program, including the collection, staff, and student learning. She discusses quantitative versus qualitative assessment as well. I am still not convinced that using numbers is the best way to prove a library's worth. Without (a lot of) context, most numerical figures (e.g. 10,000 books) are meaningless? How many students are in the school? How many classrooms have their own libraries? Is it a low-income area where students don't have access to reading material at home? etc. I did appreciate one quote in the reading, actually taken from Francis Henne, "Learning to Learn in School Libraries":
"For some students...the only library skill that they should have to acquire is an awareness, imprinted indelibly and happily upon them, that the library is a friendly place where the librarians are eager to help." I think encouraging this idea among students is crucial, as it provides access to information literacy skills not just in the immediate future, but in later areas of life as well (college and beyond) where other types of libraries (academic, public, etc.) can be utilized.
While I appreciate the time and energy that is invested in keeping track of the effectiveness of school library programs across the country, I wonder still about the impact of this data collection. Librarians are still losing their jobs, petitions exist to stand up for library programs, and libraries still need advocates, despite the data in their favor. Ultimately, I think the personal relationships and the individuals who use the library resources will provide the most accurate assessment of its value.
Thursday, April 12, 2012
Class 13: Chatting with Debbie & More Intellectual Freedom
This week we were fortunate to have Debbie Abilock join us via Elluminate for a chat about website evaluation in school libraries. Debbie has a lot of experience in this realm, and she seemed eager to talk to us to hear more about our ideas! Some of the more interesting parts of the discussion dealt with how we should allow young people to handle information--do we carefully guide them through the search process, shielding them from anything potentially harmful? Or do we let them loose in the internet wilds, trusting that they will be able to handle it? Obviously, part of the school librarian's job is to help students distinguish the good, the bad, and the ugly. But how to do this? There are a lot of ideas on the market right now, but I am not sure how they all stack up. Good evaluation, I would guess, really needs to be learned through trial and error and through looking at a lot of websites.
For a lot of this, I think age is a big factor to consider. Do I think high school students need excessive filtering? No, they should be of the maturity level where they can handle it. Younger kids, though, probably don't have the maturity, context or experience to deal with some of the things that are on the internet. I also thought the idea of using badges is worth mentioning, although not knowing much about badges myself, I can't comment too much on it!
Finally, we talked about budgeting. I think the main point here is: If you have money, spend it, because you never know when it will disappear.
For a lot of this, I think age is a big factor to consider. Do I think high school students need excessive filtering? No, they should be of the maturity level where they can handle it. Younger kids, though, probably don't have the maturity, context or experience to deal with some of the things that are on the internet. I also thought the idea of using badges is worth mentioning, although not knowing much about badges myself, I can't comment too much on it!
Finally, we talked about budgeting. I think the main point here is: If you have money, spend it, because you never know when it will disappear.
Friday, April 6, 2012
Class 12: Talking Intellectual Freedom (& More!)
Addie, a recent graduate of SI and a full-time school librarian in Indiana, came to class last week to chat about school libraries. She offered a lot of interesting insight on the future of school libraries, the role of professional development, and job search strategies. Like the other librarians we have had the opportunity to meet in this class, Addie seemed to be a model school librarian. Not that I am complaining, but I wonder how "average" the experience of the librarians we have met are in comparison to other (non-SI?) school librarians (or even school librarians not in Michigan or Indiana).
Following Addie's visit, we discussed intellectual freedom and what it means within the school library context. While I think the implications of information access policies can be felt in any grade level, some of the gray area in collection development seems particularly problematic in high school. How can educators balance meeting students' information needs and interests with creating a collection (online or offline) that is not offensive or liable to bring about complaints?
Of course, much of the issues around intellectual freedom deal with online materials and social networking. I am still quite interested in the idea of digital citizenship and encouraging students to make their online presences reflect their in-person presences. I'm not sure how this can be done or why students feel that the internet is somehow not "real life." It seems much less probably that students would engage in the same behaviors--blatant plagiarism/cheating, taunting/name-calling--offline as they do in the virtual world. Hopefully, as students realize the illusion of anonymity is just that, they will become more conscientious of their online actions.
Following Addie's visit, we discussed intellectual freedom and what it means within the school library context. While I think the implications of information access policies can be felt in any grade level, some of the gray area in collection development seems particularly problematic in high school. How can educators balance meeting students' information needs and interests with creating a collection (online or offline) that is not offensive or liable to bring about complaints?
Of course, much of the issues around intellectual freedom deal with online materials and social networking. I am still quite interested in the idea of digital citizenship and encouraging students to make their online presences reflect their in-person presences. I'm not sure how this can be done or why students feel that the internet is somehow not "real life." It seems much less probably that students would engage in the same behaviors--blatant plagiarism/cheating, taunting/name-calling--offline as they do in the virtual world. Hopefully, as students realize the illusion of anonymity is just that, they will become more conscientious of their online actions.
Week 13: Budgeting & Other Professional Business
This week's readings dealt with the logistical side of school librarianship--how to appropriate your funds, manage your personnel, and tackle those professional learning communities.
While I think it's easy to get wrapped up in the teaching aspect of school librarianship, the readings reminded me that librarians are really distinct from classroom teachers in their managerial duties. And from the readings, these administrative duties don't seem like a light task. The Woolls reading, especially, went into great detail about the many aspects of developing and submitting a budget proposal, including how to determine needs, explain these needs in writing, and provide concrete reasoning for the needs.
Of the readings this week, I found Doug Johnston's blog series on budgeting the most interesting. Some of his key ideas:
The other chapter from Woolls adds some more responsibilities to the school librarian's list. Among these, are how to work with administrators and teachers, how to manage volunteers and students, and how to evaluate personnel. While this is a lot of work, these relationships can also provide the librarian with the opportunity to build critical relationships within the community, whether that means the school or the town. In turn, if managed appropriately, these relationships can provide valuable leverage in advocacy efforts. Again, much of Woolls' material is how-to in nature, explaining best practices for achieving the desired personnel results.
The Coatney reading this week focuses on the relationship of school librarians to professional associations. With these ideas in mind, I read "The Unapologetic Twitvangelist" by Nikki Robertson from School Libraries: What's Now, What's Next, What's Yet to Come. In this piece, Robertson explains how she attended a conference and learned to tweet. Still, she didn't begin using the social media site until awhile later when she came across the #edchat hashtag for a professional learning network. Discovering the information that could be found, from lesson plan ideas to problem-solving collaboration, she was hooked. She has joined the #edchat/EdCamp professional learning community and now takes the opportunity to help her fellow librarians and educators develop their skills and knowledge through technology sharing.
While I think it's easy to get wrapped up in the teaching aspect of school librarianship, the readings reminded me that librarians are really distinct from classroom teachers in their managerial duties. And from the readings, these administrative duties don't seem like a light task. The Woolls reading, especially, went into great detail about the many aspects of developing and submitting a budget proposal, including how to determine needs, explain these needs in writing, and provide concrete reasoning for the needs.
Of the readings this week, I found Doug Johnston's blog series on budgeting the most interesting. Some of his key ideas:
- The budget isn't merely a logistical issue, it is an ethical one
- While a lot of "free" information exists, paying for the value of editing is worthwhile
- Information isn't really "free" when computing and other factors are taken into account
- To build a comprehensive collection, maintain both print and electronic resources
The other chapter from Woolls adds some more responsibilities to the school librarian's list. Among these, are how to work with administrators and teachers, how to manage volunteers and students, and how to evaluate personnel. While this is a lot of work, these relationships can also provide the librarian with the opportunity to build critical relationships within the community, whether that means the school or the town. In turn, if managed appropriately, these relationships can provide valuable leverage in advocacy efforts. Again, much of Woolls' material is how-to in nature, explaining best practices for achieving the desired personnel results.
The Coatney reading this week focuses on the relationship of school librarians to professional associations. With these ideas in mind, I read "The Unapologetic Twitvangelist" by Nikki Robertson from School Libraries: What's Now, What's Next, What's Yet to Come. In this piece, Robertson explains how she attended a conference and learned to tweet. Still, she didn't begin using the social media site until awhile later when she came across the #edchat hashtag for a professional learning network. Discovering the information that could be found, from lesson plan ideas to problem-solving collaboration, she was hooked. She has joined the #edchat/EdCamp professional learning community and now takes the opportunity to help her fellow librarians and educators develop their skills and knowledge through technology sharing.
Thursday, March 29, 2012
Week 12: Intellectual Freedom, Part I (Knowledge Quest)
Lamb, Annette. "Everyone Does It: Teaching Ethical Use of Social Technology." Knowledge Quest, 39:1 (2010), 62-67.
The author discusses common issues that arise from teens using technology and what good digital citizenship means. Responsible use of technology is framed within the context of moral and behavioral development. AASL Standards that relate to technology use are cited and strategies for teaching ethical technology use are described.
Harris, Frances Jacobson. "Teens and Privacy: Myths and Realities." Knowledge Quest, 39:1 (2010), 74-79.
The article provides an overview of the current debate about teens and privacy concerns. In particular, the author discusses the facts about internet privacy as it relates to online predators, cyberbullying, and social networks. The article concludes with advice on how to ensure a safe online environment for teens.
The author discusses common issues that arise from teens using technology and what good digital citizenship means. Responsible use of technology is framed within the context of moral and behavioral development. AASL Standards that relate to technology use are cited and strategies for teaching ethical technology use are described.
Harris, Frances Jacobson. "Teens and Privacy: Myths and Realities." Knowledge Quest, 39:1 (2010), 74-79.
The article provides an overview of the current debate about teens and privacy concerns. In particular, the author discusses the facts about internet privacy as it relates to online predators, cyberbullying, and social networks. The article concludes with advice on how to ensure a safe online environment for teens.
Week 12: Intellectual Freedom, Part I (Coatney)
To me, intellectual freedom is one of the more interesting topics in librarianship, whether it is in school, public, or academic libraries. Undoubtedly, library patrons have rights, but what if these conflict with the rights of others?
The Coatney reading discusses how school librarians should handle issues of intellectual freedom as they arise. How do librarians develop a collection and library policies that accommodate all users as fairly as possible? For a school library to be most effective, it should reflect the needs and interests of its users. But what if its users are interested in material that is not age- or content-appropriate? Compared to public librarians serving the same age demographic, school librarians would certainly need to be more guarded in allowing access to certain materials. Related to what Coatney discusses, I think it is also crucial that school librarians maintain effective relationships within their school community. Not only will this help in building a representative library collection, but it can provide the librarian with support over issues of intellectual freedom.
The Coatney reading discusses how school librarians should handle issues of intellectual freedom as they arise. How do librarians develop a collection and library policies that accommodate all users as fairly as possible? For a school library to be most effective, it should reflect the needs and interests of its users. But what if its users are interested in material that is not age- or content-appropriate? Compared to public librarians serving the same age demographic, school librarians would certainly need to be more guarded in allowing access to certain materials. Related to what Coatney discusses, I think it is also crucial that school librarians maintain effective relationships within their school community. Not only will this help in building a representative library collection, but it can provide the librarian with support over issues of intellectual freedom.
Week 11: Field Trip #3 & PD
During our visit to Burns Park this week, we observed a short lesson with second and third graders who were using Comic Life to create short comics. Considering that this was our third field trip, it has been interesting to observe the differences (and similarities) between the school libraries we have visited. Each definitely has a unique atmosphere to it, and they all seem like interesting learning environments in their own way.
Working with the students on their project, it is interesting to see how they interact with technology at that age group. While they seem comfortable with using computers, they don't seem to fully grasp how to appropriately make use of the technology all the time. That said, I think this is how librarians fit in. While kids are certainly capable of interacting with different types of software and adapting to new computer hardware, they can't be experts in using these to their advantage.
After the lesson, we discussed last week's MAME conference and how professional development relates. While I think PD is key for librarians trying to stay current, it seems that the importance of it is not necessarily seen by all school administrators or librarians. Especially in schools that are understaffed (librarians serving multiple schools, reduced hours, etc.), librarians may not have the opportunity to participate in PD efforts, whether it is going to conferences or conducting staff training for their own building.
Working with the students on their project, it is interesting to see how they interact with technology at that age group. While they seem comfortable with using computers, they don't seem to fully grasp how to appropriately make use of the technology all the time. That said, I think this is how librarians fit in. While kids are certainly capable of interacting with different types of software and adapting to new computer hardware, they can't be experts in using these to their advantage.
After the lesson, we discussed last week's MAME conference and how professional development relates. While I think PD is key for librarians trying to stay current, it seems that the importance of it is not necessarily seen by all school administrators or librarians. Especially in schools that are understaffed (librarians serving multiple schools, reduced hours, etc.), librarians may not have the opportunity to participate in PD efforts, whether it is going to conferences or conducting staff training for their own building.
Week 10: Reflections on MAME
(Whoops! Sorry, meant to post this last week...)
This past Saturday our 638 class helped host the MAME (Michigan Association for Media in Education) conference. The conference had three main presenters, Barry Fishman, Liz Kolb, & Jill & Meggan. While all of the presentations were unique and informative, they all spoke to the idea of using technology to engage students in the learning process.
Professor Fishman presented on his area of research, video games and learning. I've heard a lot of positive comments about his class on the subject, and I was excited for the chance to hear him speak about the topic, albeit in a condensed format. What really struck me was how relevant and well thought-out his presentation was; it seemed clear that there was a lot of solid information for educators. I also appreciated how logical and well-organized Professor Fishman's presentation was--for every recommendation he made, he had some explanation or finding to back it up, especially when he was speaking about "why are games attractive?" His points about motivation were also interesting--if everyone is motivated all the time, how can people be motivated to pursue meaningful work?
Then it was time for Meggan and Jill to present their SCVNGR activity. Overall, I really appreciated the timing and organization of their presentation--after hearing some background on what SCVNGR is, we were able to head to Shapiro to check it out in action. Aside from a few quirky technical glitches (the first iPad doesn't have a camera, so no pictures of the reference desk!), it was fun to complete the individual challenges. I also thought Meggan and Jill did a good job with explaining potential ways of using the application in the classroom.
Finally, Liz Kolb gave a talk (with a lot of interactive activities) on using cell phones for teaching and learning. While I thought her presentation was terrific both in style and content, there was a lot to take in! That said, I think she realizes the information overload, which is why she has more information on all the resources in the slideshow, which can be viewed online at one's convenience. One of the most interesting aspects of using cell phones (as well as other types of technology) in the classroom is the ability to engage students who otherwise might not participate. In this way, I certainly view cell phones as a positive tool for teaching, but I think teachers should be cautious about over-reliance on technology. If it is used as a crutch, then students may miss out on learning actual content for the sake of using fancy new technology. Taken together, the three presentations worked really well as a unit on using technology for its powers of collaboration and creativity in the classroom.
This past Saturday our 638 class helped host the MAME (Michigan Association for Media in Education) conference. The conference had three main presenters, Barry Fishman, Liz Kolb, & Jill & Meggan. While all of the presentations were unique and informative, they all spoke to the idea of using technology to engage students in the learning process.
Professor Fishman presented on his area of research, video games and learning. I've heard a lot of positive comments about his class on the subject, and I was excited for the chance to hear him speak about the topic, albeit in a condensed format. What really struck me was how relevant and well thought-out his presentation was; it seemed clear that there was a lot of solid information for educators. I also appreciated how logical and well-organized Professor Fishman's presentation was--for every recommendation he made, he had some explanation or finding to back it up, especially when he was speaking about "why are games attractive?" His points about motivation were also interesting--if everyone is motivated all the time, how can people be motivated to pursue meaningful work?
Then it was time for Meggan and Jill to present their SCVNGR activity. Overall, I really appreciated the timing and organization of their presentation--after hearing some background on what SCVNGR is, we were able to head to Shapiro to check it out in action. Aside from a few quirky technical glitches (the first iPad doesn't have a camera, so no pictures of the reference desk!), it was fun to complete the individual challenges. I also thought Meggan and Jill did a good job with explaining potential ways of using the application in the classroom.
Finally, Liz Kolb gave a talk (with a lot of interactive activities) on using cell phones for teaching and learning. While I thought her presentation was terrific both in style and content, there was a lot to take in! That said, I think she realizes the information overload, which is why she has more information on all the resources in the slideshow, which can be viewed online at one's convenience. One of the most interesting aspects of using cell phones (as well as other types of technology) in the classroom is the ability to engage students who otherwise might not participate. In this way, I certainly view cell phones as a positive tool for teaching, but I think teachers should be cautious about over-reliance on technology. If it is used as a crutch, then students may miss out on learning actual content for the sake of using fancy new technology. Taken together, the three presentations worked really well as a unit on using technology for its powers of collaboration and creativity in the classroom.
Thursday, March 15, 2012
Week 10: Focus on Staff Development
How can school librarians help their fellow educators become better educators? There are a lot of interesting ideas for just this in the readings. One idea is that of a "lesson study," where teachers dedicate an entire day to essentially studying their lesson plans. Once the lesson is developed, it is taught, observed, analyzed and revised. To aid in this process, librarians are there to assist teachers in designing meaningful lesson plans that incorporate inquiry-based methods.
Thinking more about the readings, I liked the idea of librarians as being catalysts for professional development within their schools, as was evidenced in the Bilyeu article. Generally, it seems like a good idea to involve multiple individuals in discussions about how to improve the learning process. Everyone will have different ideas for what makes a good lesson vs. a bad lesson, and hopefully the most useful and impactful ideas will emerge as a result. Different educators within a school will have different strengths and weaknesses, and it's important to engage with multiple perspectives to determine best practices.
Finally, professional development has exciting implications for student learning as well. The more engaged and up-to-date librarians and teachers are with technology and educational standards, the more opportunities for learning there are. In teaching professional development goals to others, educators may also become better instructors and become more proficient with using technology to teach, which may serve them well in the classroom with their students. All in all, I think the collaborative approach to staff development as outlined in the readings offers some good ideas for getting teachers and librarians excited about improving their lesson plans and coming up with creative ideas for working with students.
Thinking more about the readings, I liked the idea of librarians as being catalysts for professional development within their schools, as was evidenced in the Bilyeu article. Generally, it seems like a good idea to involve multiple individuals in discussions about how to improve the learning process. Everyone will have different ideas for what makes a good lesson vs. a bad lesson, and hopefully the most useful and impactful ideas will emerge as a result. Different educators within a school will have different strengths and weaknesses, and it's important to engage with multiple perspectives to determine best practices.
Finally, professional development has exciting implications for student learning as well. The more engaged and up-to-date librarians and teachers are with technology and educational standards, the more opportunities for learning there are. In teaching professional development goals to others, educators may also become better instructors and become more proficient with using technology to teach, which may serve them well in the classroom with their students. All in all, I think the collaborative approach to staff development as outlined in the readings offers some good ideas for getting teachers and librarians excited about improving their lesson plans and coming up with creative ideas for working with students.
Class 9: Technology
In our last installment of 638, it was all about technology. Fittingly, we met in the Brandon Center at the School of Education. The space has a very tech-friendly, collaborative feel about it, and its layout and technology options (interactive whiteboards, etc.) offered a conducive environment for thinking about technology in school libraries.
It was interesting to hear about new ideas for using technology in the classroom, and I appreciated the discussion around how it is sometimes used as a sort of crutch in lesson plans. This was exemplified in the Glogster examples shown in class. The first example, especially, seemed like a weak attempt at integrating web 2.0 tools with meaningful educational content. Even the juxtaposition of the formatting and the content itself seemed off. The graphics looked fun and contemporary, but the cultural references from the book are a bit more serious. Of course, learning to use Glogster and other technology tools is important for students, but it is equally important that students understand that the "showy-ness" of these tools doesn't replace the need for real, inquiry-based learning and synthesis. As a last point about technology, I especially enjoyed the ideas for including the Raspberry Pi in classrooms for learning. If I were a student, I would be excited about the opportunity to learn more about how computers works and how to program--actually, I am still excited about this, even now! This could be a great device for under-resourced schools to bolster their technology programs, e.g. rural schools with limited computing tools and lack of professional technology support.
Finally, we discussed some of the logistics for the MAME conference, which is coming up in a few days. I am excited to hear from the presenters, especially Jill & Meggan's SCVNGR talk/activity, which I am pretty unfamiliar with at this point.
It was interesting to hear about new ideas for using technology in the classroom, and I appreciated the discussion around how it is sometimes used as a sort of crutch in lesson plans. This was exemplified in the Glogster examples shown in class. The first example, especially, seemed like a weak attempt at integrating web 2.0 tools with meaningful educational content. Even the juxtaposition of the formatting and the content itself seemed off. The graphics looked fun and contemporary, but the cultural references from the book are a bit more serious. Of course, learning to use Glogster and other technology tools is important for students, but it is equally important that students understand that the "showy-ness" of these tools doesn't replace the need for real, inquiry-based learning and synthesis. As a last point about technology, I especially enjoyed the ideas for including the Raspberry Pi in classrooms for learning. If I were a student, I would be excited about the opportunity to learn more about how computers works and how to program--actually, I am still excited about this, even now! This could be a great device for under-resourced schools to bolster their technology programs, e.g. rural schools with limited computing tools and lack of professional technology support.
Finally, we discussed some of the logistics for the MAME conference, which is coming up in a few days. I am excited to hear from the presenters, especially Jill & Meggan's SCVNGR talk/activity, which I am pretty unfamiliar with at this point.
Thursday, March 8, 2012
Week 9: Technology in the Library
Technology is one of the pivotal areas where librarians can create positive learning outcomes for students. I think it's also one area where librarians can distinguish themselves from teachers and provide opportunities for collaboration at the same time--that is, when school librarians are up-to-date on what is happening in the tech world, they become a valuable resource within their school. To this end, the Free Technology for Teachers blog (freetech4teachers.com) can be a great starting point for librarians. While the constant evolution of apps and tech tools may be overwhelming, Free Tech provides an easy way of understanding what is most relevant to educators and how these tools can be best used in the classroom or library.
Meanwhile, the International Society for Technology in Education (ISTE) provides a set of standards for integrating technology into learning, known as NETS (National Educational Technology Standards). What is good about these standards is that there appear to be a lot of overlap between them and the other standards we have discussed in class--collaboration, digital citizenship, information literacy, etc. This is explored more in "How do School Librarians Fit In?" The synthesis of these standards offers a host of ideas on how to encourage better learning through technology.
In "Pride and Prejudice and Technology Leadership," I liked the point about a lack of hierarchy in terms of technology--other subjects like math and science seem much more delineated in terms of instruction. I think one of the greatest challenges to school librarians is recognizing that while youngsters may be more knowledgeable about the latest internet trends and gadgets, they are by no means "experts" in using technology in meaningful ways. I also appreciate how keeping up with technology can be tied to professional development--as advancements are constantly being made in both technology and pedagogy, it is reasonable to expect school librarians to stay current. And these new technology platforms can be used to deliver professional development solutions. Not only should effective use of technology be encouraged in student learning, but librarians should actively seek out ways of using technology to make their services better--whether it's outreach to parents or collaborating with other educators.
Meanwhile, the International Society for Technology in Education (ISTE) provides a set of standards for integrating technology into learning, known as NETS (National Educational Technology Standards). What is good about these standards is that there appear to be a lot of overlap between them and the other standards we have discussed in class--collaboration, digital citizenship, information literacy, etc. This is explored more in "How do School Librarians Fit In?" The synthesis of these standards offers a host of ideas on how to encourage better learning through technology.
In "Pride and Prejudice and Technology Leadership," I liked the point about a lack of hierarchy in terms of technology--other subjects like math and science seem much more delineated in terms of instruction. I think one of the greatest challenges to school librarians is recognizing that while youngsters may be more knowledgeable about the latest internet trends and gadgets, they are by no means "experts" in using technology in meaningful ways. I also appreciate how keeping up with technology can be tied to professional development--as advancements are constantly being made in both technology and pedagogy, it is reasonable to expect school librarians to stay current. And these new technology platforms can be used to deliver professional development solutions. Not only should effective use of technology be encouraged in student learning, but librarians should actively seek out ways of using technology to make their services better--whether it's outreach to parents or collaborating with other educators.
Week 9: Elevator Speech
Elevator Speech for School Librarians
Teacher: Hello, there!
Librarian: Hi! How are you?
Teacher: Okay, I'm just getting frustrated from the quality of my students' work these days. I'd be much better if my students understood that cutting and pasting from the internet isn't appropriate for research papers.
Librarian: Oh no! You know, I'd be happy to have them come to the library to learn more about how to do effective online searches and evaluate internet resources.
Teacher: Really? I get so many papers that are just regurgitated Wikipedia articles. [sighs]
Librarian: There is a lot of less-than-stellar information out there, and it can be difficult for students to make choices about what materials is appropriate for research papers and other school projects. Moreover, when students only look up the facts on Wikipedia, they are missing out on opportunities for more substantial learning that is based in inquiry.
Teacher: Hmm. Well, I am looking for some new lesson plans.
Librarian: Great! If you would like, I would love to get together with you and we could develop some plans together for how students can become better users of online content. We can also develop a lesson plan series to address how to be good digital citizens--no plagiarism, no cyber-bullying, online privacy--all of it! We can tackle how students can become producers of digital content so that they understand better how resources like Wikipedia and blogs are created in the first place.
Teacher: Sounds good! I'll check my schedule and get back to you.
Inspired by: "New Literacies and Librarians" (Howard Rheingold) School Libraries: What's Now, What's Next, What's Yet to Come ( http://www.smashwords.com/books/view/96705).
Teacher: Hello, there!
Librarian: Hi! How are you?
Teacher: Okay, I'm just getting frustrated from the quality of my students' work these days. I'd be much better if my students understood that cutting and pasting from the internet isn't appropriate for research papers.
Librarian: Oh no! You know, I'd be happy to have them come to the library to learn more about how to do effective online searches and evaluate internet resources.
Teacher: Really? I get so many papers that are just regurgitated Wikipedia articles. [sighs]
Librarian: There is a lot of less-than-stellar information out there, and it can be difficult for students to make choices about what materials is appropriate for research papers and other school projects. Moreover, when students only look up the facts on Wikipedia, they are missing out on opportunities for more substantial learning that is based in inquiry.
Teacher: Hmm. Well, I am looking for some new lesson plans.
Librarian: Great! If you would like, I would love to get together with you and we could develop some plans together for how students can become better users of online content. We can also develop a lesson plan series to address how to be good digital citizens--no plagiarism, no cyber-bullying, online privacy--all of it! We can tackle how students can become producers of digital content so that they understand better how resources like Wikipedia and blogs are created in the first place.
Teacher: Sounds good! I'll check my schedule and get back to you.
Inspired by: "New Literacies and Librarians" (Howard Rheingold) School Libraries: What's Now, What's Next, What's Yet to Come ( http://www.smashwords.com/books/view/96705).
Class 8: Planning Library Spaces & Advocacy
In our last class before break, we were able to have Peg Sullivan (a consultant for planning library spaces) join us via the internet for a talk about school library design. During her talk, she discussed the A.E.I.O.U method (Activities, Environment, Interactions, Objects and Users). I liked her point about how physical spaces send signals about what types of learning takes place in them. Related to this, one of her most interesting tips was to think about "logical adjacencies"--what do you want the public to see? Displaying collaborative and creative activities near the entrance/windows to the library is a great way to showcase what the library does. This can also be a form of advocacy. Another advantage to having great things happening in very public spaces is that it may drawn in some reluctant library users.
Peg also recommended privileging function over form--after all, you need to understand what will be happening in the library before you start designing it. Finally, designing for different personality types (introvert/extrovert) was also discussed. While I thought this was an interesting topic, I'm not sure I understood exactly how it to implement different design ideas based on personality type--in terms of actual color choices, furniture options, library features, and use of physical space. It would be necessary to incorporate diverse elements to accommodate different types of students and library users.
Back to the advocacy issue, the idea of the librarian as a martyr was brought up. It's difficult to appreciate what a school librarian does because, as was pointed our in class, it's more quality than quantity, in terms of results. Many public service professions seem to suffer from this, yet so many of these jobs provide a great service (!) to the community. Ultimately, I still think librarians shouldn't have to necessarily "advocate" themselves and their profession. Instead, I think it's important to strive to meet standards and provide meaningful services to your community, and then let the community speak for itself.
Class members also talked about their library redesigns and what they would add/remove from the physical school library space. A lot of good points and creative solutions were brought up, and I definitely would change a few elements of my library plan knowing what I do now!
Peg also recommended privileging function over form--after all, you need to understand what will be happening in the library before you start designing it. Finally, designing for different personality types (introvert/extrovert) was also discussed. While I thought this was an interesting topic, I'm not sure I understood exactly how it to implement different design ideas based on personality type--in terms of actual color choices, furniture options, library features, and use of physical space. It would be necessary to incorporate diverse elements to accommodate different types of students and library users.
Back to the advocacy issue, the idea of the librarian as a martyr was brought up. It's difficult to appreciate what a school librarian does because, as was pointed our in class, it's more quality than quantity, in terms of results. Many public service professions seem to suffer from this, yet so many of these jobs provide a great service (!) to the community. Ultimately, I still think librarians shouldn't have to necessarily "advocate" themselves and their profession. Instead, I think it's important to strive to meet standards and provide meaningful services to your community, and then let the community speak for itself.
Class members also talked about their library redesigns and what they would add/remove from the physical school library space. A lot of good points and creative solutions were brought up, and I definitely would change a few elements of my library plan knowing what I do now!
Thursday, February 23, 2012
Week 8: What It Means to Be an Advocate
I found this week's readings particularly interesting, especially after our visit to the school library in Plymouth last week: Rachel seems like she would be quite the advocate in the library world. She is clearly committed to helping her students achieve their goals (computer club, etc.) and speaking up for disadvantaged or marginalized students (book fair). Her community outreach and willingness to bring activities into the library seems perfect for an elevator speech!
The readings by Coatney and Fontichiaro/Mardis discuss different strategies for promoting library services. Considering the budget issues and job scarcity for qualified librarians, it is useful to understand ways to let the greatness of libraries be known outside the library world. In terms of having an elevator speech, it seems critical to be prepared at all times to engage interested parties in library activities and accomplishments. I appreciated the sample speech provided because it demonstrated how to talk up the library (and the library staff) in a natural, not boastful, way. The content of the speech itself also provided some excellent ideas for how libraries can stay relevant to their users' needs.
Finally, looking at the various AASL resources allowed me to explore some practical methods of advocating for the library. The AASL pages neatly categorize different types of advocacy and include links to examples for In light of all this advocacy talk, I still wonder why librarians are always in the position of having to advertise so much the importance of what they do. If it's so crucial, why can't administrators, teachers and others immediately appreciate the value without being told so? And I do think library services are critical to success in the school environment; however, I am curious why the importance of these services is not more self-evident. Perhaps it is related to old-school librarian stereotypes (laminating, etc.)? If the true value of a good school librarian was understood by more, petitions on behalf of the school library would probably not be needed. Ultimately, I think the best tool for advocacy is being a great librarian.
The readings by Coatney and Fontichiaro/Mardis discuss different strategies for promoting library services. Considering the budget issues and job scarcity for qualified librarians, it is useful to understand ways to let the greatness of libraries be known outside the library world. In terms of having an elevator speech, it seems critical to be prepared at all times to engage interested parties in library activities and accomplishments. I appreciated the sample speech provided because it demonstrated how to talk up the library (and the library staff) in a natural, not boastful, way. The content of the speech itself also provided some excellent ideas for how libraries can stay relevant to their users' needs.
Finally, looking at the various AASL resources allowed me to explore some practical methods of advocating for the library. The AASL pages neatly categorize different types of advocacy and include links to examples for In light of all this advocacy talk, I still wonder why librarians are always in the position of having to advertise so much the importance of what they do. If it's so crucial, why can't administrators, teachers and others immediately appreciate the value without being told so? And I do think library services are critical to success in the school environment; however, I am curious why the importance of these services is not more self-evident. Perhaps it is related to old-school librarian stereotypes (laminating, etc.)? If the true value of a good school librarian was understood by more, petitions on behalf of the school library would probably not be needed. Ultimately, I think the best tool for advocacy is being a great librarian.
Class 7: Field Trip, Again!
After tackling readings about collaboration, we were able to spend some time at the library of SI alum and current middle school librarian, Rachel. One of her strategies for managing collaboration is to use a matrix that includes information about the various levels of cooperation, collaboration, etc. for teachers. I like this idea because it stresses collaboration as a process--while current relationships may not involve a lot of working together, there is always the option of scaling up. Not only does Rachel collaborate with teachers to create lesson plans, but she is an active collaborator in the community as well, taking charge of programs like Girls on the Run or the school's computer club. It is quite impressive how many things she tackles at once, and it certainly demonstrates her commitment to her students.
After meeting with Rachel, I read her article, Book Fairs 2.0 in School Libraries: What's Next, What's Yet to Come. I found her piece to be really interesting and inspiring. I had never given much thought before to how exclusive book fairs can really be, and I never understood all the commercial, negative aspects--makes me see Scholastic in a different light! I appreciated Rachel's new take on the book fair--take more control and get the community involved. Having worked at an independent bookstore in the past, I know they loved doing events like these because it allowed them to promote themselves and integrate into the community more, which is important in the Amazon-age.
A fellow classmate commented on how vast the nonfiction section was at Rachel's library, and this struck me too. It also seemed incredibly diverse in its offerings, from more recent publications to quite old. Thinking back upon some school library visits I made last year, I remember how "numbers"-driven the librarians were when talking about their collections. The librarians commented on the average age of their collections, the number of books, and the physical size of the library itself. I wonder what the "age" of Rachel's library is, and how these statistics actually factor into student learning.
After meeting with Rachel, I read her article, Book Fairs 2.0 in School Libraries: What's Next, What's Yet to Come. I found her piece to be really interesting and inspiring. I had never given much thought before to how exclusive book fairs can really be, and I never understood all the commercial, negative aspects--makes me see Scholastic in a different light! I appreciated Rachel's new take on the book fair--take more control and get the community involved. Having worked at an independent bookstore in the past, I know they loved doing events like these because it allowed them to promote themselves and integrate into the community more, which is important in the Amazon-age.
A fellow classmate commented on how vast the nonfiction section was at Rachel's library, and this struck me too. It also seemed incredibly diverse in its offerings, from more recent publications to quite old. Thinking back upon some school library visits I made last year, I remember how "numbers"-driven the librarians were when talking about their collections. The librarians commented on the average age of their collections, the number of books, and the physical size of the library itself. I wonder what the "age" of Rachel's library is, and how these statistics actually factor into student learning.
Thursday, February 16, 2012
Week 7: Library Plan
Here is the layout of the old library space:
Here is the layout for my new hypothetical library space:
And here is the link to a collage of some design and furniture ideas: http://pinterest.com/amandaanne1/school-library/
Here is the layout for my new hypothetical library space:
And here is the link to a collage of some design and furniture ideas: http://pinterest.com/amandaanne1/school-library/
Week 7: Working with Others
This week is all about collaboration and how librarians can improve learning outcomes in their schools by working with other educators. Overall, it seems like the important takeaway from the readings is that collaboration is not always easy and can mean different things in different environments, but it is a valuable strategy for creating meaningful learning experiences. Some additional thoughts on the readings are outlined below.
Levels of Collaboration (Betty Marcoux)
Collaboration doesn't always mean the same thing. Marcoux stresses that it is important to keep an open dialogue about what is happening in the library and classroom: the good, the bad, the ugly. This openness and constant communication can promote the library services and facilitate collaboration between teachers and librarians. There are multiple levels of collaboration, and different projects and lessons are going to warrant different levels. Student achievement and professional development can both be enhanced by identifying how collaboration should be undertaken. The author's idea that different projects or initiatives require different collaborative strategies seems logical, although determining how to best approach collaboration seems tricky, especially for new librarians.
Collaboration: From Myth to Reality (Ross Todd)
Is the library and its resources being under-utilized? In this article's scenario, the library of Miss Congeniality is only used for "bird unit"-type projects with little-to-no inquiry-based learning happening; math and science courses not utilizing library services at all. Meanwhile, Miss Congeniality wants to demonstrate her relevance (and keep her budget money). According to the research presented in the article, librarians still have a lot of work to do to dispel old myths about librarians and what they do (for example, that they aren't just keepers of books and other stuff).
Still, if the levels of collaboration are not very high currently, then there is a lot of room for improvement. Be persistent. The value of collaboration should not be underestimated; at the same time, it is not easy to plan. This does not mean that it should not be attempted but that school librarians must recognize the importance and resolve early on to make working together a priority. While I think that this is a worthwhile point and probably a very true observation, what if a teacher really just doesn't want to work with the librarian? How can the school librarian be expected to carry the weight for both educators in that sort of dynamic? Certainly, forcing collaboration doesn't seem like a good idea. Also, Todd points out that librarians should be careful not to make collaboration about promotion of the library, which from other readings, seems like it is a temptation.
Collaboration: The Motown Method (Leslie Preddy)
How to collaborate? Like a Motown group, of course! Preddy argues that good collaboration plays to the strengths of individuals in the group, thereby making it easier for everyone to participate and feel like he/she has something valuable to offer. Still, good collaboration, like good music, needs a strong leader (which can be the librarian, depending on the type of collaboration). Other educators can back up the leader. What interested me most about Preddy's approach was her argument for continuous reflection and revision for collaborative plans. If teachers and librarians come together for a lesson only to find it a disaster (ala Miss Congeniality's library), then it should be taken as a sign for improvement, not abandonment.
Collaborative Teaching in the Age of Accountability (Judi Moreillon)
One of the comments that stood out to me from this article was that the school library needs to "be responsive to spontaneous teachable moments as well as to planned classroom-library collaboration." This seems to be an important point about the balance that needs to be struck, in terms of not only planning collaboration out with other educators but also being open to non-planned instruction. In arguing for collaboration, Moreillon also points out that having a librarian on hand during important instructional moments can lower the student-teacher ratio, thus improving learning success. One of the most interesting points from this reading was the notion of educators as role models for students in terms of collaborative efforts. Since collaboration is part of the education standards that educators are trying to impress upon their students, it is only reasonable that they model these same behaviors themselves. In doing so, they can both create high-quality lesson plans and achieve instructional success through leading by example.
Levels of Collaboration (Betty Marcoux)
Collaboration doesn't always mean the same thing. Marcoux stresses that it is important to keep an open dialogue about what is happening in the library and classroom: the good, the bad, the ugly. This openness and constant communication can promote the library services and facilitate collaboration between teachers and librarians. There are multiple levels of collaboration, and different projects and lessons are going to warrant different levels. Student achievement and professional development can both be enhanced by identifying how collaboration should be undertaken. The author's idea that different projects or initiatives require different collaborative strategies seems logical, although determining how to best approach collaboration seems tricky, especially for new librarians.
Collaboration: From Myth to Reality (Ross Todd)
Is the library and its resources being under-utilized? In this article's scenario, the library of Miss Congeniality is only used for "bird unit"-type projects with little-to-no inquiry-based learning happening; math and science courses not utilizing library services at all. Meanwhile, Miss Congeniality wants to demonstrate her relevance (and keep her budget money). According to the research presented in the article, librarians still have a lot of work to do to dispel old myths about librarians and what they do (for example, that they aren't just keepers of books and other stuff).
Still, if the levels of collaboration are not very high currently, then there is a lot of room for improvement. Be persistent. The value of collaboration should not be underestimated; at the same time, it is not easy to plan. This does not mean that it should not be attempted but that school librarians must recognize the importance and resolve early on to make working together a priority. While I think that this is a worthwhile point and probably a very true observation, what if a teacher really just doesn't want to work with the librarian? How can the school librarian be expected to carry the weight for both educators in that sort of dynamic? Certainly, forcing collaboration doesn't seem like a good idea. Also, Todd points out that librarians should be careful not to make collaboration about promotion of the library, which from other readings, seems like it is a temptation.
Collaboration: The Motown Method (Leslie Preddy)
How to collaborate? Like a Motown group, of course! Preddy argues that good collaboration plays to the strengths of individuals in the group, thereby making it easier for everyone to participate and feel like he/she has something valuable to offer. Still, good collaboration, like good music, needs a strong leader (which can be the librarian, depending on the type of collaboration). Other educators can back up the leader. What interested me most about Preddy's approach was her argument for continuous reflection and revision for collaborative plans. If teachers and librarians come together for a lesson only to find it a disaster (ala Miss Congeniality's library), then it should be taken as a sign for improvement, not abandonment.
Collaborative Teaching in the Age of Accountability (Judi Moreillon)
One of the comments that stood out to me from this article was that the school library needs to "be responsive to spontaneous teachable moments as well as to planned classroom-library collaboration." This seems to be an important point about the balance that needs to be struck, in terms of not only planning collaboration out with other educators but also being open to non-planned instruction. In arguing for collaboration, Moreillon also points out that having a librarian on hand during important instructional moments can lower the student-teacher ratio, thus improving learning success. One of the most interesting points from this reading was the notion of educators as role models for students in terms of collaborative efforts. Since collaboration is part of the education standards that educators are trying to impress upon their students, it is only reasonable that they model these same behaviors themselves. In doing so, they can both create high-quality lesson plans and achieve instructional success through leading by example.
Class 6: Designing Library Spaces & Special Guests
Joining the class were two guests from the local public schools who were in the process of revising their multi-year technology plan and looking for some feedback. What struck me most about this process was the challenge of making guidelines for years ahead, especially for technology! Considering the pace at which technology is updated, adopted, discarded, changed, etc. it seems like any sort of school technology plan must involve some educated guesswork about what is going to be relevant a few years down the road. Still, by starting to think about how schools will integrate technology into their teaching plans, librarians and other educators can be sure that they have some ideas about how they envision their students working with technology. Probably not being too specific in the wording helps, too.
This past week was also spent discussing library spaces and how they are best utilized. Looking at the "before and after" slides shown during class, I was amazed at the differing styles of school libraries. Some of the pictures certainly made me think about how having an ample budget can really make a difference in the library space!
This past week was also spent discussing library spaces and how they are best utilized. Looking at the "before and after" slides shown during class, I was amazed at the differing styles of school libraries. Some of the pictures certainly made me think about how having an ample budget can really make a difference in the library space!
Thursday, February 9, 2012
Week 6: Spaces and Places
Having had the experience of actually spending time in a physical school library setting last week served as a natural transition to our readings this week, which focused on library/media center spaces.
More than anything, the readings this week seemed to emphasize adaptability. Like a school librarian, the physical library space should be many things and fulfill several roles all at once. As technology evolves and educational trends come and go, the library needs to be an up-to-date center for learning and instruction. While the readings point to several strategies for keeping things flexible, it seems impossible to remain open to all the new school library trends. How can cash-strapped schools create libraries that are technologically functional now but also flexible enough to accommodate whatever new suggestions the latest educational research supports? Similarly, how do librarians decide between buying the newest things now or waiting until a better version comes along?
Some suggestions/tips that I found novel and/or interesting:
While I don't know if I would immediately categorize any of this week's readings as "exciting," they certainly provide a lot of food for thought while offering some practical advice.
More than anything, the readings this week seemed to emphasize adaptability. Like a school librarian, the physical library space should be many things and fulfill several roles all at once. As technology evolves and educational trends come and go, the library needs to be an up-to-date center for learning and instruction. While the readings point to several strategies for keeping things flexible, it seems impossible to remain open to all the new school library trends. How can cash-strapped schools create libraries that are technologically functional now but also flexible enough to accommodate whatever new suggestions the latest educational research supports? Similarly, how do librarians decide between buying the newest things now or waiting until a better version comes along?
Some suggestions/tips that I found novel and/or interesting:
- While a large library space filled with natural light seems like a terrific idea, when it comes time to show that PowerPoint presentation on the projector, all that light might get in the way.
- There is a dedicated eReader for K-12 education!
- Plan physical spaces to be large and open so that the library will be less vulnerable to threats of physical downsizing in the future.
- Build collaborative spaces that support curriculum efforts.
While I don't know if I would immediately categorize any of this week's readings as "exciting," they certainly provide a lot of food for thought while offering some practical advice.
Class 5: Field Trip!
This past week we were able to visit a practicing school librarian in the area (who just so happens to also be a recent alum). Spending the afternoon at an actual school library was a great opportunity to observe some of the practices and problems from the readings in the real world and to fill in some gaps about what school librarians actually do all day (or all afternoon).
The library space itself was inviting and the collection seemed well-curated. The setup was comfortable and the books were arranged so that they were browse-able (a lot of spinners and face-outs!) I was surprised, however, by the lack of a technology presence in the library. There were only a few computers and an attached technology lab/computer classroom, but I was expecting to see a greater emphasis on computers/technology. As a library within a preschool-8th grade school, though, this arrangement probably makes more sense than I had originally thought.
After the students had left, Julie shared some of her observations from her first year on the job, and it was interesting to hear about perceptions vs. reality in school libraries (especially because I would imagine many of her findings would translate to other types of library/work settings as well). Her talk also made me think a lot more about the difficulties of implementing new curriculum and ideas in the face of long-standing traditions and administrative ways and how to establish a sort of presence for oneself within a school.
What particularly impressed me about Julie's teaching was her ability to maintain control of her environment while promoting a positive learning experience for all students. When someone volunteered an incorrect guess, she reinforced the positive quality of the contribution and gently reminded the students of the task at hand. (Of course, her instructional abilities are even more impressive considering she had seven extra people in the room observing her!)
The library space itself was inviting and the collection seemed well-curated. The setup was comfortable and the books were arranged so that they were browse-able (a lot of spinners and face-outs!) I was surprised, however, by the lack of a technology presence in the library. There were only a few computers and an attached technology lab/computer classroom, but I was expecting to see a greater emphasis on computers/technology. As a library within a preschool-8th grade school, though, this arrangement probably makes more sense than I had originally thought.
After the students had left, Julie shared some of her observations from her first year on the job, and it was interesting to hear about perceptions vs. reality in school libraries (especially because I would imagine many of her findings would translate to other types of library/work settings as well). Her talk also made me think a lot more about the difficulties of implementing new curriculum and ideas in the face of long-standing traditions and administrative ways and how to establish a sort of presence for oneself within a school.
Friday, February 3, 2012
Week 5: Instruction & Curriculum
This week's readings focused on how school libraries can be at the forefront of student learning, especially when they promote inquiry-based education. Through various perspectives, the readings show that a one-size-fits-all approach toward promoting learning/reading is not appropriate in all school libraries.
Readings from Coatney made me think about what a librarian means to his/her school. What sort of role should librarians play in the school dynamic? Are they supporting others? Or are they leading the pack? Realistically, it probably depends on the situation and most librarians probably do a little of each. Still, as this course is focused on school library management, I think it's worth considering how I imagine that, to a large extent, the role a school librarian assumes is based on the academic environment in which they find themselves. So how can librarians adhere to standards while trying to accommodate the educational support/professional development needs of diverse faculty/staff?
Not knowing a whole lot about information literacy/inquiry-based learning, I appreciated Harada and Yoshima's article about "learning that counts." Their #2 point ("Students help to negotiate the direction of the learning") makes a lot of sense (if students are invested and actually curious about what they are learning, it seems likely that they will understand more and be more motivated to learn) and also tied into the student-centered learning mentioned in last week's readings. Many of the points also seemed reminiscent of Hribar's experience implementing AASL standards (particularly about students being social and needing to ask questions of others to arrive at meaningful conclusions). While some of the eight key points seem common sense, it is clear that not all teaching and learning follow these guidelines. Thinking back on my own learning experiences in school, most of my assignments more closely resembled the rote, regurgitated type. Effective instruction, it seems, is a constant evolution of best practices. (Not sure about the other Harada piece--couldn't find it in the LMC issue).
My favorite article this week, though, was "How Does a Failing School Stop Failing?" In it, the author recounts her experience trying to promote a love of reading and learning in a middle school that had recently been labeled "failing" per No Child Left Behind standards. Rather than weakly accept the designation, Warren-Gross, a middle school librarian, developed new strategies to engage students while transforming the academic culture of her school. She writes: "I couldn't afford to be territorial, guarding all of the books in a single location. I knew that our kids, many of whom do not come from print-rich environments, had to be immersed in books." Therefore, she uses her budget (which is no small sum!) to surround her students in books by putting them in the classroom as opposed to the library. What I found especially powerful about her account was the support she received from her administration--certainly, in the debate over what role a librarian plays, Warren-Gross would be a leader!
Readings from Coatney made me think about what a librarian means to his/her school. What sort of role should librarians play in the school dynamic? Are they supporting others? Or are they leading the pack? Realistically, it probably depends on the situation and most librarians probably do a little of each. Still, as this course is focused on school library management, I think it's worth considering how I imagine that, to a large extent, the role a school librarian assumes is based on the academic environment in which they find themselves. So how can librarians adhere to standards while trying to accommodate the educational support/professional development needs of diverse faculty/staff?
One school attempted to equalize the academic outcomes for all of its students ("A District's Journey to Inquiry," Keeling). While the Keeling article was not the most exciting read of the week, it did offer some real insight into the triumphs and struggles of implementing some ambitious curriculum goals. The article's conclusions speak to the fact that not all educators immediately fall in love with new methods of teaching, even if these new practices are backed up research suggesting they lead to better learning. Dealing with inertia and long-standing practices is probably one of the greatest barriers to introducing more effective instruction in schools.
Not knowing a whole lot about information literacy/inquiry-based learning, I appreciated Harada and Yoshima's article about "learning that counts." Their #2 point ("Students help to negotiate the direction of the learning") makes a lot of sense (if students are invested and actually curious about what they are learning, it seems likely that they will understand more and be more motivated to learn) and also tied into the student-centered learning mentioned in last week's readings. Many of the points also seemed reminiscent of Hribar's experience implementing AASL standards (particularly about students being social and needing to ask questions of others to arrive at meaningful conclusions). While some of the eight key points seem common sense, it is clear that not all teaching and learning follow these guidelines. Thinking back on my own learning experiences in school, most of my assignments more closely resembled the rote, regurgitated type. Effective instruction, it seems, is a constant evolution of best practices. (Not sure about the other Harada piece--couldn't find it in the LMC issue).
My favorite article this week, though, was "How Does a Failing School Stop Failing?" In it, the author recounts her experience trying to promote a love of reading and learning in a middle school that had recently been labeled "failing" per No Child Left Behind standards. Rather than weakly accept the designation, Warren-Gross, a middle school librarian, developed new strategies to engage students while transforming the academic culture of her school. She writes: "I couldn't afford to be territorial, guarding all of the books in a single location. I knew that our kids, many of whom do not come from print-rich environments, had to be immersed in books." Therefore, she uses her budget (which is no small sum!) to surround her students in books by putting them in the classroom as opposed to the library. What I found especially powerful about her account was the support she received from her administration--certainly, in the debate over what role a librarian plays, Warren-Gross would be a leader!
Thursday, February 2, 2012
Class 4: Learning to Assess + Petitions
After reading through a proposed instructional lesson plan for first graders, our in-class task was to determine how to assess students' learning. The lesson plan was an interesting one for sure, complete with paper doll-cutouts, digital cameras, and mini-movies. Of course, this level of sophistication requires a similarly well-thought-out plan for assessment. What struck me as most challenging was how educators can meaningfully assess students' work when it encompasses so many different aspects at so many different levels of learning. How do you assess students on their ability to create paper dolls vs. their ability to take digital photos of their work? How do you apply standards and hold students up to certain expectations without stifling creativity?
We also discussed in class the recent online petitions to bolster support for school libraries. Having read the first such petition, I can understand why it failed to meet the threshold of 25,000 signatures. The language in the original petition seemed more like a last-minute plea to save the jobs of librarians who were being cut left and right. And while preserving jobs can be a noble endeavor, it seems unlikely that thousands of people outside of the library/education sphere would want to sign on to such an initiative--after all, what's in it for them? I don't think the first petition employed the far-reaching language necessary to drum up a lot of support.
The current petition, however, is a bit more guarded in its words, never explicitly calling for extra funding to go to certified school librarians. Instead, the petition argues for "effective" school libraries that provide the "opportunity to acquire the skills necessary to learn, to participate, and to compete in today’s world." By focusing (albeit somewhat vaguely) on how closely students' success is tied to school library programs, the author of the petition has allowed the message to resonate beyond the educational community (and the new petition has reached the threshold!). I also believe that pointing out the "access gap" that is being created is an important issue to call to attention. Why are students in more affluent school districts entitled to better resources and learning tools than students in under-funded districts? Especially when students in poor, inner-city or rural districts may be more disadvantaged from the start?
It will be interesting to see how the Elementary and Secondary Education Act is reauthorized and what repercussions it will have in the school library community.
We also discussed in class the recent online petitions to bolster support for school libraries. Having read the first such petition, I can understand why it failed to meet the threshold of 25,000 signatures. The language in the original petition seemed more like a last-minute plea to save the jobs of librarians who were being cut left and right. And while preserving jobs can be a noble endeavor, it seems unlikely that thousands of people outside of the library/education sphere would want to sign on to such an initiative--after all, what's in it for them? I don't think the first petition employed the far-reaching language necessary to drum up a lot of support.
The current petition, however, is a bit more guarded in its words, never explicitly calling for extra funding to go to certified school librarians. Instead, the petition argues for "effective" school libraries that provide the "opportunity to acquire the skills necessary to learn, to participate, and to compete in today’s world." By focusing (albeit somewhat vaguely) on how closely students' success is tied to school library programs, the author of the petition has allowed the message to resonate beyond the educational community (and the new petition has reached the threshold!). I also believe that pointing out the "access gap" that is being created is an important issue to call to attention. Why are students in more affluent school districts entitled to better resources and learning tools than students in under-funded districts? Especially when students in poor, inner-city or rural districts may be more disadvantaged from the start?
It will be interesting to see how the Elementary and Secondary Education Act is reauthorized and what repercussions it will have in the school library community.
Thursday, January 26, 2012
Week 4: A Balancing Act
Going through the readings this week, I thought a lot about balance. Related to what was discussed last week, it's evident that a school librarian accepts many roles in his/her position: manager, teacher, learner, librarian and facilitator (in no particular order of importance).
I chose to look at the "School Librarian's Bill of Responsibilities," a list of ten priorities professionals should undertake to create a positive learning experience in their school library. Of these, I thought #4, "Design student-centered learning experiences" was especially interesting. How can school librarians tailor instruction to their users when there are so many of them? Not only must librarians serve the entire student body, but they also must facilitate professional development among faculty/staff. Perhaps in conjunction with #4, the #3 responsibility is to "Support multiple paths to understanding for individual learning styles." Certainly, determining how to individualize a collective learning experience is an important task for school librarians.
"Bad business"--this is what Harada and Zmuda call weak instruction that school librarians provide in conjunction with another educator. That is, school librarians may be called upon to assist classroom teachers in designing/implementing lesson plans that are weak in critical thinking, inquiry, or real learning. What's a librarian to do? This certainly poses some dilemmas for those librarians who want to develop effective relationships with fellow educators but know that they must advocate for effective instruction first and foremost.
For her part, Ballard seems particularly concerned that the school librarians should be their own biggest fan as she argues for more public relations and written reports on librarian accomplishments. While her set of standards are commendable, it seems unlikely that every school/school library will value each of these priorities equally. In some learning communities, certain skills may be privileged over others, thereby influencing what school librarians are teaching. Similarly, some schools may not have equal resources to handle these responsibilities. Depending on the particular educational environment, a school librarian may find him/herself acting more as an administrator than a teacher or information specialist.
Another responsibility that a few of the readings touched upon was educating users to be ethical stewards of information. As new technologies emerge and social media becomes ubiquitous, I think this particular aim becomes more of a challenge--what exactly determines socially responsible use of information?
Harvey's short piece, "What Should a Teacher Expect a School Library Media Specialist to Be?" succinctly echoes many of the other issues mentioned above, as well as below.
To summarize, it seems that some of the most important goals of the school librarian are:
I chose to look at the "School Librarian's Bill of Responsibilities," a list of ten priorities professionals should undertake to create a positive learning experience in their school library. Of these, I thought #4, "Design student-centered learning experiences" was especially interesting. How can school librarians tailor instruction to their users when there are so many of them? Not only must librarians serve the entire student body, but they also must facilitate professional development among faculty/staff. Perhaps in conjunction with #4, the #3 responsibility is to "Support multiple paths to understanding for individual learning styles." Certainly, determining how to individualize a collective learning experience is an important task for school librarians.
"Bad business"--this is what Harada and Zmuda call weak instruction that school librarians provide in conjunction with another educator. That is, school librarians may be called upon to assist classroom teachers in designing/implementing lesson plans that are weak in critical thinking, inquiry, or real learning. What's a librarian to do? This certainly poses some dilemmas for those librarians who want to develop effective relationships with fellow educators but know that they must advocate for effective instruction first and foremost.
For her part, Ballard seems particularly concerned that the school librarians should be their own biggest fan as she argues for more public relations and written reports on librarian accomplishments. While her set of standards are commendable, it seems unlikely that every school/school library will value each of these priorities equally. In some learning communities, certain skills may be privileged over others, thereby influencing what school librarians are teaching. Similarly, some schools may not have equal resources to handle these responsibilities. Depending on the particular educational environment, a school librarian may find him/herself acting more as an administrator than a teacher or information specialist.
Another responsibility that a few of the readings touched upon was educating users to be ethical stewards of information. As new technologies emerge and social media becomes ubiquitous, I think this particular aim becomes more of a challenge--what exactly determines socially responsible use of information?
Harvey's short piece, "What Should a Teacher Expect a School Library Media Specialist to Be?" succinctly echoes many of the other issues mentioned above, as well as below.
To summarize, it seems that some of the most important goals of the school librarian are:
- Encourage students to be creative/critical thinkers
- Embrace collaboration with other professionals in the field (teachers, librarians, administrators)
- Create lifelong readers/learners out of students
- Establish a positive learning environment
- Keep current with professional development
- Teach students to use information effectively (whatever that means).
Class 3: Mission Statement!
My mission statement for school libraries (and school librarians):
To foster a comfortable and collaborative environment that encourages a love of reading, facilitates both student and faculty learning, and promotes 21st century information literacy and technology skills through the use of effective instruction and the selection of appropriate materials and resources.
Visual representation of school library priorities: http://prezi.com/80uporv6qtb6/edit/#0
To foster a comfortable and collaborative environment that encourages a love of reading, facilitates both student and faculty learning, and promotes 21st century information literacy and technology skills through the use of effective instruction and the selection of appropriate materials and resources.
Visual representation of school library priorities: http://prezi.com/80uporv6qtb6/edit/#0
Thursday, January 19, 2012
Week 3: Scheduling
While school librarians are both teacher and librarian all rolled into one, they also have an administrative role to play. This additional responsibility can mean the difference between a well-run, effective school library with enough resources and instruction for everyone or an unwelcoming, ineffective environment.
In his article, Johnson takes aim at the AASL for its devotion to flexible-scheduling in school libraries. Johnson makes a lot of fair arguments in terms of fixed scheduling. Probably his most compelling point is that more structure means more opportunity to meet the needs of everyone in the school, not just those who happen to drop in at the library. He asks, "Do we give some kids great skills and other kids no skills, or do we give all kids the ability to learn some skills knowing that we could do better in an ideal world?" By reaching out and dedicating time for everyone to be in the library, it is more likely that library resources will be accessible to all.
Johnson's point about practicality also bears repeating--if nothing else, school libraries are an ideal place for students to go when their teachers are preparing lessons. And while youngsters are being "contained," they also have the opportunity to gain information literacy skills or do some leisurely reading.
Likewise, Hribar discusses her thoughts on fixed scheduling in the school library, albeit with a slightly different approach. After attending a conference on AASL standards, Hribar decides to restructure instruction in her fixed-schedule library so that students are learning from each other and are able to grasp and synthesize the information they research. Her elementary-aged students were soon exploring on their own while positively interacting with one another. By reaching out to other professionals in the field, Hribar was able to leverage her own abilities with others' knowledge, resulting in a powerful learning experience for her students.
Meanwhile, Wools talks about the practicalities of school library management, including how to best decide on organization, how to assess progress, and how to schedule usage. Johnson and Hribar discuss the importance of scheduling, and has the details for how to actually do so. She also notes that planning is crucial to the well-being of the school library, and she advocates for multi-year plans into the future. While this seems like a good idea in theory, the realities of changing budgets, shifting student needs and evolving technology suggest that it may be more difficult to actually implement.
Updated for Mission Statements!: What most resonated with me on the Zmuda and Lublin articles was how the mission statement of an organization can really provide an attitude framework. They should actually say something, though, as Lublin points out, not just use vague wording to convey an ambiguous goal. Especially as libraries adapt to meet the needs of a new generation of learners, having a mission statement can be a valuable way to expertly convey what the library actually does. To this end, the mission statement also needs to be reevaluated from time to time to ensure that it is written in a way that is consistent with the most recent objectives of the library program.
In his article, Johnson takes aim at the AASL for its devotion to flexible-scheduling in school libraries. Johnson makes a lot of fair arguments in terms of fixed scheduling. Probably his most compelling point is that more structure means more opportunity to meet the needs of everyone in the school, not just those who happen to drop in at the library. He asks, "Do we give some kids great skills and other kids no skills, or do we give all kids the ability to learn some skills knowing that we could do better in an ideal world?" By reaching out and dedicating time for everyone to be in the library, it is more likely that library resources will be accessible to all.
Johnson's point about practicality also bears repeating--if nothing else, school libraries are an ideal place for students to go when their teachers are preparing lessons. And while youngsters are being "contained," they also have the opportunity to gain information literacy skills or do some leisurely reading.
Likewise, Hribar discusses her thoughts on fixed scheduling in the school library, albeit with a slightly different approach. After attending a conference on AASL standards, Hribar decides to restructure instruction in her fixed-schedule library so that students are learning from each other and are able to grasp and synthesize the information they research. Her elementary-aged students were soon exploring on their own while positively interacting with one another. By reaching out to other professionals in the field, Hribar was able to leverage her own abilities with others' knowledge, resulting in a powerful learning experience for her students.
Meanwhile, Wools talks about the practicalities of school library management, including how to best decide on organization, how to assess progress, and how to schedule usage. Johnson and Hribar discuss the importance of scheduling, and has the details for how to actually do so. She also notes that planning is crucial to the well-being of the school library, and she advocates for multi-year plans into the future. While this seems like a good idea in theory, the realities of changing budgets, shifting student needs and evolving technology suggest that it may be more difficult to actually implement.
Updated for Mission Statements!: What most resonated with me on the Zmuda and Lublin articles was how the mission statement of an organization can really provide an attitude framework. They should actually say something, though, as Lublin points out, not just use vague wording to convey an ambiguous goal. Especially as libraries adapt to meet the needs of a new generation of learners, having a mission statement can be a valuable way to expertly convey what the library actually does. To this end, the mission statement also needs to be reevaluated from time to time to ensure that it is written in a way that is consistent with the most recent objectives of the library program.
Class 2: More on Standards
Some of what I found most interesting from last week's class:
- It's important to distinguish between work that is done to improve the lives of young people and work done to improve products or processes. School librarians and educators are not the same as other professionals, and the standards they follow should bear this in mind. Standards can try to make a common goal for all, but the human aspect of the profession should always take precedent.
- School librarians are about helping all students, regardless of their career/life ambitions. Whether students want to be physicists, stay-at-home parents, cosmetologists, etc., students are well-served by a librarian who can connect learners to technologies and knowledge that will benefit them. Effective search strategies can help students research which college to attend or in finding online jobs to apply for.
- Not only are school librarians developing students learning, they can play an active role in facilitating staff learning. By staying current with educational and technology trends and standards, the librarian can become a crucial individual within the school system. Because librarians have to serve various populations within the school, they will need to be mindful of what their priorities are.
- I don't normally think about school librarians when I hear the term "globalization," but as educators of technology and information-seeking, there is definitely a connection. More than ever, students are expected to be engaged both at a local, community-based level and at an international level. Because technology is a key proponent of globalization, it makes sense that a tech-savvy librarian can help students find their place in the digital world. Similarly, librarians can help implement AASL and other standards through inquiry-based learning and other initiatives in the school library.
Thursday, January 12, 2012
Week 2: Collaboration & Spaces
Reading Jeanna Walker's essay, "They said YES!", allowed me to think about how school librarians can leverage connections with other institutions (in this case, a university) to build meanigful connections. As her example pointed out, collaborating with other organizations can lead to powerful learning outcomes for students. Related to this, Leslie Morgan's article about collaboration among librarians of varying types (school, college, public) makes a strong argument for why these types of endeavors should be pursued. In short, so much education that takes place at the K-12 level sets the stage for later learning and it makes sense to utilize these resources together.
Arrangements like the one Walker initiated can be a great way for students to gain information literacy and relevant skills in a more hands-on, real-world sort of way. It can introduce young people to concepts and opportunities that they may not have been aware of, and it can do so by enhancing students' comprehension of various media capabilities (Prezi, Google applications, etc.) Perhaps more than any other faculty/staff in the K-12 environment, librarians are in an ideal position for impacting some of the most necessary and life-empowering skills for students: reading/literacy, technology use, and information literacy. These abilities are not only essential to academic success, but life success as well. In this way, thinking outside the traditional research/instruction model can provide some new ways of teaching students about technology and information literacy.
I also read through several articles that discussed the school library as a physical space. Of these, I found the essays by Washington-Blair and Sullivan (both of them!) to be particularly compelling. Their essays argue that school libraries of the future should be about doing, not being. As more and more content moves from a physical to a digital format, the library format itself should respond accordingly. Obviously, technology integration is a worthwhile goal. Sullivan suggests a number of different interactive elements that could be worked into the design of the library and recommends developing the library as the central hub of school activity. All of these ideas would help refocus the library as a learning space, with a broader idea of what learning means. Moreover, redeveloping the physical space of the school library may attract new students to hang out there, creating more opportunities for engaging and building relationships.
Arrangements like the one Walker initiated can be a great way for students to gain information literacy and relevant skills in a more hands-on, real-world sort of way. It can introduce young people to concepts and opportunities that they may not have been aware of, and it can do so by enhancing students' comprehension of various media capabilities (Prezi, Google applications, etc.) Perhaps more than any other faculty/staff in the K-12 environment, librarians are in an ideal position for impacting some of the most necessary and life-empowering skills for students: reading/literacy, technology use, and information literacy. These abilities are not only essential to academic success, but life success as well. In this way, thinking outside the traditional research/instruction model can provide some new ways of teaching students about technology and information literacy.
I also read through several articles that discussed the school library as a physical space. Of these, I found the essays by Washington-Blair and Sullivan (both of them!) to be particularly compelling. Their essays argue that school libraries of the future should be about doing, not being. As more and more content moves from a physical to a digital format, the library format itself should respond accordingly. Obviously, technology integration is a worthwhile goal. Sullivan suggests a number of different interactive elements that could be worked into the design of the library and recommends developing the library as the central hub of school activity. All of these ideas would help refocus the library as a learning space, with a broader idea of what learning means. Moreover, redeveloping the physical space of the school library may attract new students to hang out there, creating more opportunities for engaging and building relationships.
Wednesday, January 11, 2012
Class 1: History of School Libraries & More
For our first class discussion, we were able to introduce ourselves and ask questions about the future of librarianship. While I think it's a scary time to be a school (or any kind of) librarian, I also think it's an incredible exciting time. Despite limited budgets, layoffs, and more and more standards, there are also new ideas, new people, new technologies, new energy.
To that end, what does being a school librarian mean? We went over the history of education and the school library's role in the past to the present. Certainly, a lot has changed over the years. The "stereotypical" idea of the school (or any) librarian has (unfortunately) stuck around, but the actual job responsibilities no longer reflect this. School librarians are tech-savvy, information literacy-teaching educators, but they aren't always appreciated for these skillsets--why??
I'm excited to learn more about all these things and more!
To that end, what does being a school librarian mean? We went over the history of education and the school library's role in the past to the present. Certainly, a lot has changed over the years. The "stereotypical" idea of the school (or any) librarian has (unfortunately) stuck around, but the actual job responsibilities no longer reflect this. School librarians are tech-savvy, information literacy-teaching educators, but they aren't always appreciated for these skillsets--why??
I'm excited to learn more about all these things and more!
Sunday, January 8, 2012
Week 1: School Standards & More
The readings for this week discuss some of the standards that school librarians need to be aware of to be successful in their work. In particular, these readings focus on the importance of literacy and technology in the lives of young people, and how integral a role librarians can play in improving these skill sets.
Overall, the American Association of School Libraries standards appear uneven. The AASL Common Beliefs are solid, presenting a clear case for how significant literacy is for young people. These beliefs argue that reading is fundamental to learning, information literacy is a crucial skill, and technology skills must be taught to prepare students for life after graduation. The individual standards (and there are plenty of them) are less solid, mostly because they are less clear. Some of them make sense and seem reasonable in terms of purpose and practice (“Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems”). Many, though, seem overly vague and are probably covered by other standards. While most of the individual standards probably have worthwhile intentions, the unclear language makes it difficult to expect that library professionals can follow them at all times. The AASL standards are commendable, however, for laying out expectations of access and equality for all students.
Meanwhile, the other readings this week discuss standards, history and legislation as they relate to schools, and particularly, school libraries. Learning more about the legislative standards that dictate what students learn when, it certainly becomes clear why school librarians need to be current on what forces are driving the learning in their schools. Because school librarians can be leaders in so many aspects of their school—technology adoption, improving reading comprehension, etc.—the challenge may be how to deliver services that not only support reading and math standards but also encourage other types of continuing learning.
With the mixed professional makeup of school library staff (paraprofessionals, certified teachers, librarians with graduate degrees, etc.), it is still a question how these standards can be uniformly and best applied to the profession as a whole. Overall, the important take-home message from reading about standards seems to be that school librarians contribute to the success of learners, regardless of how this is mandated. As supporters of school curriculum, it is critical that librarians not only know what students are learning, but understand why. One particular challenge may be how to incorporate government-mandated standards with professional objectives.
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