Posted on by hildaweisburg

ON LIBRARIES: Teen Talk

Whether a teen is well-adjusted – or as well-adjusted as any teen can be – or one dealing with Adverse Childhood Experiences (ACE) – they need an adult they can trust. And they need to find the library a safe, welcoming space.  For that to happen, you have to build a relationship with them. This starts with communication.  So, how do you open the conversation and build on it? If you are going to be successful at it, you should like the students and have empathy for the emotional stew in they are living in.

Having just completed the manuscript for my upcoming book Classroom Management for School Librarians, I am mindful of the importance of being able to reach teens.  Among mammals, the young adolescents push at the boundaries, learning their strengths and how far they can go before being stopped.  In our world, there is an underlying disagreement about how grown up they are.  Teens want to be treated as adults in the very areas adults think they are not ready.  At the same time, adults want teens to take on certain responsibilities that teens feel they shouldn’t have to do because they are still kids. It’s an ongoing challenge.

In the school setting, you rarely get involved in the same sort of push-pull tension that occurs between teens and parents.  However, you do have to get past any resistance they may have to you and to school in general. The best way to reach them and create a relationship is to interact with them as adults, while being quietly mindful that there are areas where they are still decidedly kids.

In a post on We Are Teachers, Alexandra Frost explains Four Ways to Show Teens Respect So You Can Earn It from Them.

Treat your students like an old friend you enjoy hanging out with – This is about talking with the students not at them.  A brief conversation when they are in the library, or even smiling as you see then enter creates connection.  You are letting them know you see them as a person.Do be careful here.  You are not their buddy.  You are still an adult, but hopefully one they can trust.

Ask something not “basic” – The conversation may be brief, but it shouldn’t be superficial. “How are you doing?” is not a good opening.  You are most likely to get a one-word answer.  A better question is, “What are you working on?” Or “What is your favorite app?  I learn so much from my students.”  Once you get to know them better, you can ask about upcoming plans or a movie they have seen.

Be awesome in your field – You are awesome, but you need to share it.  If you have found a great website or app, say, “Do you have a minute?  I have something to show you?”  Follow up with “Let me know what you think of it.” Not only will this keep the conversation going, you get clues as to what the student finds interesting – or not.  Give them a book you think they will love. Of course, be there to help and guide as they work on academic or personal explorations.  You are a master in the field, and they will appreciate your knowledge as long as you are not treating them as though they know nothing.

Use courtesies you would with a coworker – Show respect and you receive respect. When you interrupt a conversation with a student to help an adult, you are showing the student they are not as valuable. Be mindful. When you are giving a direction, say “Please.” Offer “thank you” when necessary.  These are small things, but students notice and it sets up positive expectations for future interactions.

That’s four suggestions, but Frost gives one more, and it’s my favorite.

Show them your mistakes – Let them know you are human and show them how to handle mistakes. When you do that, you are also teaching them that failure is a part of life and wise people learn from it.

In your dealing with teens, you want to be a role model for a caring, trustworthy adult.  In showing them the respect they crave, you will make them feel safe and welcome in the library and with you.

Posted on by hildaweisburg

ON LIBRARIES: How Leaders Learn

Just as you continue to increase your knowledge of technology, you also need to increase your understanding of what makes a leader successful.  And when this knowledge becomes integrated into your practice, you’re a better leader.  Leaders stand out. When you are a leader, you stand out.  Others watch you.  To continue to be viewed as a leader, you need to up your game.  As you well know, if you are standing still, you are likely are falling behind.

In past blogs, in my books, and at presentations and workshops, I have discussed leadership qualities including leading with integrity, being a team player, having a sense of humor, and being a visionary/risk taker.  No doubt these are basic as are some others.  Working on these qualities do help you become a better leader, but there are behaviors that are also essential.

One aspect of leadership that is rarely discussed is how leaders continue to learn and grow.  Lolly Deskoll whose posts I have discussed before explains How the Best Leaders Invest in Themselves. She offers seven ways for you to do that.

  1. They’re open to feedback – As much as we want to know the truth, egos are sensitive things. We don’t like hearing negative comments even when they are objective and helpful. Sure, we ask for feedback, but how do ask for it?  For example, if you say, “Did you like the way the class went?” chances are you’ll only get one-word answers.  It might have gone well, but that is not necessarily the whole story, and if you want to improve, you need to get legitimate feedback.  Instead, say, “What did you think I could have done better?” or “What do you think was helpful and what wasn’t?” And remember – some feedback will be positive.
  2. They’re always reading – This is easy for us, but it depends on what you are reading. Deskoll notes that Bill Gates regularly goes on retreats and reads 20 books.  I get several “SmartBriefs” in my Gmail.  While some are educational, many are business and tech related.  It is from the business ones that I get a new perspective on development (including today’s topic). I also am a member of ASCD.  Not only do I get e-newsletters, I also get their magazine Educational Learning.It’s how I keep up with what supervisors and administrators are interested in. Find new things to read that will inspire you from a new perspective.
  3. They learn from their mistakes – Although we teach our students the importance of failure, it doesn’t feel the same when it happens to us. But you never grow without risks and there’s always a chance a risk won’t pan out. You also can learn from the mistakes of others. I even observe this with corporate America.  The ones who try to cover up their mistakes end up in worse shape than if they hadn’t tried to hide it.  Those who own up to what went wrong and have a plan of action to make changes gain the confidence of their customers and come back from the failure stronger than ever.
  4. They grow their network – No one understands what goes into being a school librarian the way other librarians do. The more librarians you have in your PLN, the better able you are to deal with new challenges – and bounce back from setbacks. There are many Facebook groups for librarians.  Join them.  If you are not a member of your state library association, you are cheating yourself and your students from a valuable source of help.  And if at all possible, you need to belong to a national association. As you know, I am very active in ALA/AASL and I continue to learn from it. I know I wouldn’t have become the leader I am without my participation.  I’ve chosen to belong to ISTE as well. I’m not active, but their journal keeps me informed.
  5. They know how to ask questions – In general, leaders are big picture people. It’s a necessary part of being visionary. That means they sometimes overlook details, and, as the saying goes, “the devil is in the details.”  Asking the people you work with to look over your ideas and critique them is not a sign of weakness or even insecurity.  It is recognizing their value and showing you know that no one has all the answers.  Good leaders know their strengths – and also know their weaknesses.  They look to others to fill in the spaces where they aren’t strong. It also creates places for collaboration.
  6. They make time for reflection – I admit this has always been hard for me.  Fortunately, I discovered walking.  When you are so busy, it seems like a waste of time to step away from the tasks at hand, but in actuality it is the pause in the day that rejuvenates and can inspire you. Deepak Chopra once said people who don’t have time to meditate once a day should meditate twice a day. Find a way that works for you such as keeping a journal, coloring or knitting.
  7. They have a coach – A coach or mentor is an invaluable resource. I have had a few over the years, although I never put a name to the relationship. I don’t have a specific person now, but I do have a number of “go-to” people I reach out to when I have a question. Who is a leader you admire? Is there someone in your PLN who seems to be very knowledgeable in an area that concerns you? Consider asking that person to be your coach/mentor.  It might surprise you to discover that some of the major leaders in the field are willing to help you.

Strong leaders are lifelong learners – something we librarians do naturally. These behaviors aren’t new tasks – they are new places to learn. And always make time for yourself.  Remember you are a human being—not a human doing.

Posted on by hildaweisburg

ON LIBRARIES – The Library Ecosystem

Are you familiar with the intertwined roots of redwood trees? Walking in a redwood forest, the size and strength of the trees amaze you.  They have lived for centuries and grown so tall.  And yet, as I learned to my surprise, they have shallow roots. But the reason they can stand and are not knocked down by strong winds is because their roots are intertwined.  Linked as they are, they help each other, and in so doing they are all strengthened.

We are all aware of the challenges school libraries and school librarians are facing, but our colleagues in public and academic libraries are dealing with a similar situation and we should look for ways to connect our roots to strengthen us all. In the National School Library Standards for Learners, School Librarians, and School Libraries, the Key Commitment of Shared Foundation III Collaborate is “Work effectively with others to broaden perspectives and work toward common goals.”  We share many common goals with all types of libraries. Together, we are stronger.

On the national level, ALA has the Libraries Transform initiative. The opening sound bite is “Because Transformation Is Essential to the Communities We Serve.”  The statement is true of many libraries.  Many of the other “hooks” are equally universal to libraries. When you click on pieces of the initiative, they all have additional information, perfect for helping you discuss this to anyone. (If you haven’t signed on to the site, it’s worth doing.)

Additionally, the ALA Youth Council Caucus (YALSA, ALSC, and AASL) have launched the State Ecosystem Initiative.  Headed by Dorcas Hand, she offers the following definition and explanation:

A library ecosystem is the interconnected network of all types of libraries, library workers, volunteers, and associations that provide and facilitate library services for community members; families; K-20 learners; college and university communities; local, state and federal legislatures and government offices; businesses; nonprofits; and other organizations with specific information needs.

A patron of one library is the potential patron of any other library at a different time of life or location. No library exists independent of the library ecosystem. When we stand together in mutual support using common messaging themes that demonstrate this interconnectedness, every library is stronger.

So to support these roots, what is your state school library association doing and what are you doing?  Ideally, you should have representation on the board of the state association — and on the state association of ACRL (Association of College and Research Libraries) and they should have a liaison to your board.  This keeps you aware of what is happening to libraries throughout your state.

You, too, need to create a library ecosystem in your community. First connect with the other school librarians in your district. Together, reach out to the Children’s and YA librarians in the local public library. Build a relationship and start sharing. You can learn handouts are the public librarians giving to their patrons and find out if you distribute them to students.  Would they be willing to post work by your students?  They can then promote them on their website and or e-bulletin they send.  In return, you can report about this collaboration on your website.

You could ask the Children’s Librarian if she would visit and do a shared story telling session with your students and leave information about getting a library card.  Consider having the Children’s Librarian visit before school ends to talk about their summer reading program.

Another possibility is to devote a space in your library to post “happenings” in the public library.  Promote public library events on your website.  If you are doing something special such as “Read Across America,” (Monday, March 20, 2020) have the public library do the same for your program.

Don’t forget the academic librarians. If you are in a high school, reach out to librarians in local community colleges and/or any local 4-year colleges and universities.  Invite them to visit when you are starting–or even in the middle of-a research project. The students who may tune you out could be differently willing to listen to a college librarian who tells them what they can expect.

You want the people in your district to see the libraries as that interconnected strength that transforms the community.  We are all in the relationship and information business. By being present in different venues, parents and other community members will see how we work together and enrich all. Lead the way in building your library ecosystem and become a tall, strong redwood.

Posted on by hildaweisburg

ON LIBRARIES – What’s Your Plan?

Can you believe it’s the new year? Vacation has, once again, flown by, and I almost hate to say it but if you have given no thought about what the rest of the school year will bring, now is the time. Ask yourself where do you want to be at the end of the school year?  I often quote Yogi Berra’s sage advice, “If you don’t know where you are going, you are going to wind up someplace else.”  Nothing will change, certainly not for the better, unless you have a plan.

Whatever job you tackle, it should connect to your Mission Statement, your Vision, and your Philosophy.  No matter what you choose to do, it will take effort so it is a waste of your time unless it takes you where you want to go.

To begin, list your ideas.  Which are the biggest jobs?  Which are relatively easy?  And then ask the big question — Why do I want to do it? How does it connect? Don’t just pick a project you have heard of because it sounded like a good idea.  It might have been great for another school librarian and library, but it may not be the best choice for you. Before plunging in, first ask yourself, “What do I want to do?

Most Mission Statements are broad enough to give you room to go in many directions, but knowing that your plan connects to it will give it a greater focus.  For example, here is one Mission Statement.

  • The mission of the Blank School Library is to provide students with the opportunity to become not only lifelong users of information but also creators of information. The library strengthens the curriculum by collaborating with teachers, developing a collection that is representative of the community, and implementing literacy instruction for students.

The first sentence of that statement can lead to creating a Makerspace. But if you are thinking of a plan, you want to think bigger.  Perhaps your purpose for the Makerspace is to have students developing products that might help others. If creating information is part of your Mission, then how else can you use this Makerspace?

The second sentence is about developing more collaborative projects with teachers.  Are there teachers you haven’t reached as yet?  Are there subject areas that could benefit from working with you that haven’t come into the library as yet? And if a Makerspace is still what you want – which teachers would be best to contact for collaboration?

The second half of that sentence is about diversity.  Is your collection truly diverse? Does it go beyond race, ethnicity, and gender?  What percentage of the authors of your diverse titles are members of the community they are writing about? Is there a way to blend students acting as users and creators of information with diversity? That links it more tightly to your mission.

So, you know what you want in your plan. Next step—How?

Let’s return to the Makerspace. HOW can you do this? Whether you have one or want to expand an existing one, you’ll want to start by gathering information. Who is already doing this? Who is doing this with resources that match yours? Ask your PLN for help and search on topics such as project-based learning and design thinking. (I’m guessing members of the School Librarians Workshop Facebook group would offer support!).

Next, identify WHAT you will need to accomplish it.  Will it require funding?  If so, where can you get it—grants? GoFundMe?  Will you need volunteers? Can they be students? Alumni? Parents?

Knowing WHO is also an important part of the second plan–collaboration. The Who are the teachers you want to reach.  Why have they not collaborated with you before? What do they need?  How can you help with that?  How can you quickly build a relationship with them? Who will you start with? Then there are two more questions: Why? (Why this teacher?) When? (When will you reach out and share your idea?)

The third project requires a diversity audit to assess your collection. Again – How, What, Who, Why, When. Do you know anyone who has done this?  Can they send you their templates for doing this?  Who can help you in compiling it?  What are sources you use to increase the diversity of your collection.  What resources do ALA and AASL provide? When are you going to seek the initial information?  When will you begin the project?

Put all of your plans in writing.  Name the projects, list your steps, and create manageable deadlines. Whether you use a spreadsheet or a Google doc doesn’t matter.  What matters is having it recorded and making a commitment to it.

The last and a very important part of your planning is knowing what you will do with the results. How will you use it to promote your library program?

You can record the Makerspace project in photos and videos.  Capture students working on their designs, Showcase their final creations. Share with your administrators and contact local news outlets.

You should display projects from collaborations with teachers, possibly on the library’s or school’s website.  Send information to the principal on what the students achieved and commend the teachers involved.  This will eventually lead to further collaboration.

Share the results of your diversity audit with the principal.  Discuss how you plan to build a collection that will promote students’ feelings of safety and belonging in the school and beyond. Perhaps you can get a one-time funding to purchase books you have put on a list to acquire.  Again, consider grants and GoFundMe for help.  Look also into the possibility of getting speakers in for the teachers and/or students. But that’s another plan.

With a well-constructed plan, you will reach the end of the school year with a sense of accomplishment.  The important part is to get started now and let your plan guide your success.

Good luck!