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.

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.

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/

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.

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!

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 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.

It was also interesting to see how many of the pragmatic ideas for building great school libraries also serve as ways of making the library an indispensable part of the school itself. On another note, while most of the ideas presented in the readings are ideal, there seems to be a lack of information presented for libraries that already exist but need to (cheaply) modify their spaces.

Finally, while I certainly value the technology-driven, information-literate approach to the school library and I would never dispute the value in online learning and collaborative workspaces, I think that schools should be careful to maintain some of the "traditional" library landscape as well. There is a lot to be said for being able to visit a library that is full of wonderful print books. If students view the library as a welcoming and entertaining space where they can find things that interest them, it seems natural that they would also feel encouraged to make use of this space for their learning needs. What is special about the library is that it is not like a classroom--in fact, it's not like any other room in the school. It has chairs and tables and computers and bulletin boards and lots of books! But if libraries become more like a "learning commons" with a focus on computers and other technologies, students may come to view the space as more like the rest of the school, thereby eliminating some of the "special"-ness.

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.

Week 6: Info Graphic

A little graphic about the multiple roles a school librarian must fill:

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).

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.

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?

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!

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.