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ON LIBRARIES: Leaders Are Team Players

Leaders need to know how to be team players.  They can’t succeed in a vacuum.  And for those of you who are still leery of stepping into leadership, learning to be a valued team player is a good entry into leading. Being part of a team means you listen carefully, evaluate critically, and offer suggestions and alternatives. When you contribute in this way you are showing leadership while you build your confidence to propose plans and ideas of your own.

When you are a team player, you lead from the middle which means, according to Hildy Gotleib in her article Leading from the Middle: Bringing out the Best in Everyone: “bringing out the best in others, so that they can realize and step into their own potential to create change.” This is an important and results oriented form of leadership that allows you to have a voice in what is working as well as what is not working for your program and students.

I faced a situation that called for being a team player when administrators suggested changing to a block schedule for our high school. By doubling the length of classes, students would take one year of a course in a single semester.  The lab science teachers loved it. The world language and English teachers hated it. Others had mixed views but generally were opposed. I liked it because it increased time to do research.

But it didn’t matter – I knew it was a done deal even though the administrators presented it as though it was a possibility.

The challenge was how to respond. Since, the decision was already made, there was nothing to be gained by presenting alternatives.  On the other hand, outright support for block scheduling would pit me against many teachers.

My solution was to suggest I be given a one-time budget supplement to purchase materials to support the teachers as they learned to prepare lessons that lasted 90 minutes. The funds were immediately approved.  I bought the material and set up a special section in the library for the teachers to work there or they could make arragments to take the information home.

The teachers were grateful for the help I got them making this a win-win for the school library.  Even better, when I got my budget for the next school year the money that had been added remained there for me to do with as needed.

As usual, the business world offer suggestions we can use to learn to lead from the middle. In her blog post, 5 Ways to Build a Leadership Pathway.  Marlene Chism writes that you can “build your own pathway to leadership by becoming the best possible employee.”  Some of thewse you already do. See which ones you still might need to put into practice.

Ask for clarification – This has two parts.  When you learn of a change or new situation, don’t assume you understand exactly what your principal wants. Try to recognize the intended purpose of the plan and if you don’t know – find out. (My administrators wanted to change the method of instructional delivery.) After you know the what and the way, do some negotiating. If too much is being put on your plate, ask for advice on what has priority.

Using this particular approach shows that you are an active listener and aware that decisions have many parts and reasons.  Your administrator will recognize you are focused on achieving positive results. In the process, you might save yourself some work.

Master the skills – On the one hand, this is a reminder to keep current with technology, standards (including the AASL National School Library Standards), and the latest approaches in education which would interest your administrator and support new initiatives. Chism also talks about mastering soft skills as well.  You want to hone your relationship building skills and be aware of how you are being perceived.  If you detect negatives, do your best to change them. Consider getting a mentor to help you.

Become resourceful – Propose solutions to challenges you see whether it’s about the school library or other areas.  Never bring a problem to an administrator without having a potential solution to offer. They don’t appreciate being put on the spot and might very well come up with a method that doesn’t work for you.  By being pro-active you make it more likely your approach will be the one used, although there are likely to be tweaks.  Administrators want to let you know they can think on their feet, but you have already paved the way.

Take ownership – This is about your commitment to what you do. Your school library reflects your values. You take responsibility when something isn’t working and seek to fix it.  Leading from the middle (or the top) also means that you spotlight and acknowledge others who worked with you on a program or unit.

Seek accountability – Chism says ownership is about mindset and commitment while accountability is about measurement. Always assess. Whether you do a formal one for a large project or informally evaluate a lesson, always take time to review, reflect, and assess. By doing this you will also come to notice that your successes outweigh by far the ones that didn’t go as planned.

Actively and consciously being a team player means that your work strengthens the whole team. This can be an important way for the library program to be viewed as vital to the success of the school as a whole. Your input, support and knowledge will be an asset and you will be known for being a leader.

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ON LIBRARIES – Feeling and Fighting Fear

Being a leader is a job requirement, and because of this, you can’t afford to let fear take over. Most of the stories we tell ourselves about why we can’t be leaders have fear as their underlying cause. We fear failing.  We fear making fools of ourselves. We fear being judged.  When fear paralyzes us we don’t move out of our comfort zone. Most everyone feels nervous and unsure in situations where you will stand out or do something new, but you can’t let that stop you..

Every leader knows the sensation of fear, myself included.  Even after years of giving presentations, I still worry about getting to the site and having all technology work. To manage these fears, I plan, first by always arriving early and the second by arranging in advance for someone to handle the tech for me. Does it always work? Of course not. I once needed to give a presentation when we lost power.

You might not be able to let go of your fear, but you can take a first step by moving from fear to nervousness. That may not sound like much of a solution, but since fear tends to freeze you, being nervous can be more of a call to action giving you the strength you don’t always realize you have.

In an internet post, John Baldoni says Nervousness is just another word for fear: Deal with It!  His four-step approach directed to the business world works just as well for us.

From Pixar’s “Inside Out”

Prepare- It sounds obvious, but too often other tasks can distract us and we rush our preparation.  Yes, if you are giving a presentation you prepare carefully, but do you do the same thing if you are giving a short workshop for teachers?  How about if you are bringing a proposal to your principal?  As the moment arrives, you become unsure and your fear takes over.

Another way to feel prepared is to be certain you know your audience.  Whether it is teachers, an administrator or a larger group, you need to know what knowledge they have, where they are lacking, and what they are seeking. Then you can craft your message in a way they can receive it.

Deliberate- Much like Prepare, this ensures you have examined all the options. You’ve probably done the research to be sure you are focusing on the key elements but are you also knowledgeable about other aspects? If you are showing teachers a new tech resource, you know its features, but can you give them examples of how to integrate it into their curriculum and let them know how you will work with them?

When dealing with an administrator, have you considered other options in the event you meet with resistance?  I once discussed with my superintendent an expensive purchase I wanted included in my next year’s budget. I knew I had to give something up. I had my best choice and an additional backup choice.  Ultimately, I gave up both items and I got what I wanted.  When I presented my recommendations for a library renovation project to another superintendent, I had costs for doing it in one year and also how to accomplish it in three years. One year may have been my preference, but for the administration, three was better.

Seek counsel- Don’t do it alone.  It’s too easy to miss an important detail. This is the time to reach out to your Professional Learning Network (PLN) whether that’s in person or via social media.  The various library-related groups on Facebook can alert you to all the possible pitfalls. Ask advice from those who have done it before.  What worked? What didn’t?  The more knowledge you have – the less fear there will be.

If you have a mentor, check in with them before and after. You’ll definitely want their advice before launching something that feels big to you.  You also want to work with them to review how you did afterwards.  It will make your next leadership step that much easier.

Persevere- You may fail.  That’s what we always fear, but risk-taking and stepping out of your comfort zone always carries that possibility. The truth is – you can handle it. Take some time to nurse your wounds, but don’t let it keep you from trying again.  In a short time, only you will remember that you didn’t succeed and people will be ready for your next initiative.

If you keep working to grow your school library and make it indispensable to the school community, you will have more successes than failures. Eventually, you will become increasingly confident in your abilities to lead the way.  You will always have to deal with some fears, but you won’t let that stop you from leading.

 

 

 

 

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ON LIBRARIES – School Librarians Are Transformers

A number of years ago, while attending an ALA Conference (remember – I’m a conference junkie), AASL gave us pins that read: “Ask Me How School Librarians Transform Learning.” If someone saw you wearing that pin and asked you that question, are you prepared to answer it?  You never know when someone will challenge the need for school librarians and school libraries.  You must be able to respond.

AASL produced a mini magazine entitled “School Librarians Transform Learning,” published by American Libraries. Although it came out several years ago, the content is still relevant and it’s available as a free download electronically or as a PDF. It contains six articles and an infographic, all of which will ensure you can effectively answer that challenging question.

As Barbara Stripling says in the opening article, “The vision of school librarians is to enable all students to become independent readers and learners.” She details five ways in which we do so.

  • Fostering Independent Reading – Students learn how to read in the classroom. With a certified librarian and a school library, they learn to love reading.  In other words, we transform readers into lifelong readers and learners.
  • Teaching Critical Information Skills and Dispositions in Collaboration with Classroom Teachers – That’s a mouthful, but translated for the challenging questioner, it means we work with classroom assignments (and the teacher who gave it) to teach students to identify valid, relevant information, so they can create new knowledge. We also help students develop the attitudes that sustain them through the sometimes frustrating experiences of true research.
  • Ensuring Equitable Access to Resources and Technology – The sixth Common Belief in AASL’s National School Library Standards states, “Information technologies must be appropriate, integrated, and equitably available.’ By curating websites and other resources that are aligned with the curriculum and then guiding students in how to use them effectively, librarians support students to develop powerful tools for learning.
  • Creating a Safe and Nurturing Environment – This one is basic to us, but others are not always aware that learning can’t take place when students don’t feel safe. The library is can be a place in the school where some of students who deal with threats to their safety in school or have stress-filled home lives feel safe. We strive to make the library a haven for those who need it.
  • Providing Schoolwide Instructional Leadership – As tech integrators, we bring the latest websites and apps to classroom teachers. We help them incorporate these tools into their teaching and work with them when they have their students use them.

The Infographic follows Stripling’s article and it’s worth reproducing and hanging in your library. Among the great facts it showcases are:

  • Students equate research with Googling.
  • Use search engines instead of more traditional sources.
  • Lack the ability to judge the quality of online information.

The Infographic has many more such supportive facts.

Barbara Stripling also wrote the next article, “Reimagining Advocacy for School Libraries.”  This is an extensive article and one with solid information on how to advocate for your library.  Rather than go into details, I want to tempt you to read it by listing the headings.

  • Clarifying the Characteristics of the Effective School Library
  • Identifying Evidence of School Library Impact
  • Crafting the Message
  • Developing Partnerships and Delivering the Message
  • Evaluating the Advocacy Impact

In a third article, Kay Wejrowski responds to the challenging question, “Do Kids Even Use the School Library Anymore?” This article grew out of Wejrowski being confronted by a couple at a charity fundraiser.  You need to be ready with a solid response as she was.

Her answer includes how the library builds community spirit (transforming the education community) and is the center for tech skills.  I love this line from her article: “It is our library that often serves as a think tank for evolving ideas and programs and finds solutions to local challenges.” I hope the parents who asked the question were amazed and impressed by what Wejrowski told them.

In another article Daniel Mauchley writes about “Creating Coalitions.” They brought in him after the school district tried to eliminate nearly all the librarian positions, forcing the librarians to advocate strongly for themselves. Mauchley writes about being able to work with teachers as an instructional partner despite having to move between two schools. Many of you are in a similar situation.  You can’t show how school librarians transform learning unless teachers can see it for themselves. As District Librarian Shelly Ripplinger says, “Working with teachers and co-teaching is better for students. And doing what’s best for students, that’s what it really comes down to.”

The final article by Nancy Everhart and Marcia A. Mardis report on “Building Advocacy Before a Crisis” based on the Pennsylvania School Library Study. Their suggestions should add to your knowledge base of how to place your school library in the spotlight as the place where transformational learning happens.

Be prepared to answer the tough questions. Take the time to read the articles in this magazine and look at the Libraries Transform website.  We must get the word out.  Each one of us is responsible for ensuring that students, teachers, administrators, parents, and indeed the whole community is aware of the vital contribution school librarians and school libraries make on teaching and learning.  If you haven’t done so as yet, use this magazine and your own knowledge to create a plan to bring this message to your stakeholders.

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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.

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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.

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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.

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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!

Posted on by hildaweisburg

ON LIBRARIES – Three R’s for Librarians – A Reminder

It occurred to me if librarians focused on the three “R’s” central what we do, our leadership will emerge naturally and advocacy will follow. Since so many of you feel becoming a building leader is hard to do, and advocacy is even more difficult, I thought this might be an easy way to concentrate efforts, and get positive result.

keep calm and love readingReading– Reading is at the heart of what we as librarians are about.  You can’t do research or much of anything else if you can’t read.  Of course, we are not responsible for the teaching of reading, but we are responsible for instilling a love of reading. The first of the “Common Beliefs” in AASL’s Standards for the 21st-Century Learner is “Reading is a window to the world.”  The explanation that follows is:

“Reading is a foundational skill for learning, personal growth, and enjoyment.  The degree to which students can read and understand text in all formats (e.g. picture, video, print) and all contexts is a key indicator of success in school and in life. As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings.”

When students fall in love with reading, they become lifelong readers. Their curiosity stays present and grows, and they search out information.  In other words, lifelong readers are lifelong learners—and in our constantly changing world this is a vital attribute.

So how do we develop this love of reading?  On an individual level we pay attention to each student. We listen for their likes and interests.  We are alert to what they don’t enjoy. Not having to compel students to read a particular book or type of book, we connect students to just the right book for them.  In so many casual conversations with adults, I have heard how one book set them on a course to loving to read.lifelong readers

As I have said, forcing students to read leveled books doesn’t do this. And I don’t believe reading for a prize works either whether it’s AR or a contest to see who reads the most.  I would much rather for example see a reading motivation program that seeks to find out what types of books is the most popular.  You could set up a genre bulletin board (and be prepared to add as students choose from new areas).  When they complete a book they like, have then fill in a book-shaped cut-out with the author/title/call# and their name. Staple it to the bulletin board, creating an ever-growing graph.  You can probably come up any number of other ways to do this.

Give a small reward for the first book a student posts.  You can do the same for a post in a new category. This type of non-competitive program, doesn’t put pressure on students to read a certain number of pages or try to best others. It’s personal.

At the elementary grades, librarians are charged with the first step in creating lifelong readers.  They choose a variety of stories to read aloud.  Stories with refrains encourage group involvement. Discussions about the stories builds critical thinking and visual literacy, while cultivating an appreciation of the sounds of language, word choice, and literary heritage.

As one of the bookmarks from the Libraries Transform initiative says, “Because Learning to Read Comes Before Reading to Learn” and learning to love reading is the middle step.”

research 2Research – From the time libraries came into existence, their central purpose has been research. In an age when information is at everyone’s fingertips, the role of libraries and librarians has become ever more critical. Another bookmark from Libraries Transform says, “Because There Is No Single Source for Information. (Sorry Wikipedia.)”  We have an obligation to teach students how to search efficiently – which means to quickly locate relevant and accurate sources rather than what they get with their non-specific Google searches.

We teach how to use information responsibly and ethically as well as digital literacy which encompasses understanding multiple platforms for accessing information.  Students need to learn which is likely not only to be the best one for their current need but also which one to use to share their knowledge.

An ongoing challenge for us is helping teachers restructure assignments so they are not just asking students to collect facts – which can be one-stop shopping-but rather to weigh and interpret their findings to make meaning from them.  Even better is to have students produce something of value to others.

Without proselytizing we must show students and teachers the difference between search and research.  By being mindful of this ourselves, we can guide them into more meaningful interactions with information and truly prepare them to be successful in college and their future lives.building relationships

Relationships – At the beginning of last month I blogged on relationships and why it is vital for the success of our programs. I won’t repeat what I said then, but recognize in order to instill in students a love of reading, you need to develop some relationship with them. Teachers are far more likely to listen to your suggestions on modifying their assignments if you have a relationship with them.

When your relationships are in place, students, teachers (and administrators) are comfortable coming to you with questions and asking for help. You become a guide for new technology and trends in education.  You are trusted.  You discover that you have become a leader.  And because what you bring has become so necessary to the success of all within the building, you have built advocates for your program.

Posted on by hildaweisburg

ON LIBRARIES: Treat Yourself

Respect contributes to creating the safe, welcoming space our students–and teachers—need.  But it’s also a word we need to take to heart for us.  Now that so many are on break, it’s time to give ourselves the gift of respect.  What does that look like? To help you–and me—not lose this precious downtime to the holiday scramble, I have devised an acronym to remind us of some important things we need to do for us.

The seven steps that spell out RESPECT are not meant to go in any particular order. We just need to be mindful of all of them, so we don’t drop any out.  Here is how I plan to RESPECT myself, and I hope you do the same.

R is for Read, Relax, Rejuvenate

I cheated here with three words, but they are all related.  As librarians, we always read, but much of it is for the job.  Now is the time to read for yourself.  Start digging into the books on your night table.  Give yourself time to read what you want to read. Immerse yourself in some other. Relax means allowing yourself to sleep late, stay up late watching a television show, or binge watch something you haven’t had time to see. Permit yourself this free time without fretting about what you could be doing that is more productive. Rejuvenate is about doing something that gets you excited again about your job. This maybe the time to listen to an archived webinar you haven’t had the time to get to or check out a Twitter Chat. Perhaps you might contribute to a thread on your PLN.

E is for Engage

Be fully present with your family and friends. Too often, our minds our only half there when we are with our family. We are busy thinking of what we have to do the next.  We are missing the most important moments in our lives and that drains us, making us less enthusiastic (another “E” word) about our jobs.  Listen to what others are saying without thinking about your response or anything else.  It’s good practice for your job, and it helps build relationships at home. We count on our families to love and understand us, but if we always put our work first, we lose an important part of who we are. Now is the time to rebuild those connections and hopefully continue it throughout the year.

S is for Self-Care

Much has been written about this.  It’s part of Social and Emotional Learning (SEL), but we have a tendency to overlook it.  Take time to pamper yourself.  Get a massage or facial.  Take a walk (one of my favorites).   Buy yourself flowers for your office. Go to a favorite store, whether it’s for stationery, crafts, or clothes, and buy something just for you. See a movie. And yes, reading falls into this category for a lot of us.

P is for plan

Do this early or late in your vacation so you don’t have to think about it at other times. Reflect (yup, another “R” word) on how your school year has been going. What worked?  What could have been done better?  What isn’t working at all? What can you differently?  Where do you want to take the library program next? You have some time during vacation to create a plan that will power your program for the rest of the school year. Give yourself a specific time to do this so it’s not on your mind for your whole break.

E is for Eating Well

How many of you eat lunch every day? So many of us grab something -or skip it- because we have a class to teach. Holidays may not be the best time for healthy eating, but it’s worth trying to incorporate getting enough fruits and vegetables into your diet, hydrating, and not going much over three hours without eating. Of course, it can also include eating out at a special restaurant, which means it doubles as self-care.

C is for celebrate.

Acknowledge yourself.  Write down all your accomplishments. Include small successes such as a students thanking you for a book you found for them.  Glory in the big successes—those programs the kids loved and which attracted attention.  Did you finally get a teacher who was a holdout to collaborate with you?  Did the principal make a positive comment on your program?  If you don’t write them down and take time to recall them, they will slip away.  You will be a better leader and librarian if you make time to celebrate your achievements.

T is for Try Something New

This is a good time to explore (another E word) a new hobby or a variant on one you have. Look for an exercise you might like and therefore enjoy doing regularly.  Maybe it’s time for a new recipe or to check out a video game recommended by your students. We’re lifelong learners too.

Give yourself the RESPECT you deserve.  Reflect and act on your priorities.  Enjoy your time off fully. Socialize with friends and family. Be positive about yourself and your accomplishments. Explore new possibilities. Connect with others – consider sending snail mail messages. Thank those who have helped you grow and learn.

Happy Holidays.

Posted on by hildaweisburg

ON LIBRARIES: Seasons’ Decisions

In many ways, it’s the most wonderful time of the year, but holidays bring their own stress, and there is one in particular which impacts many librarians.

There was a time when only Christmas was celebrated in public locations such as municipal buildings and schools. Department stores only featured Christmas displays, and no one thought much of it. Eventually, other December holidays were included as well. Schools reacted to this expansion in different ways, usually depending on location. Some continued to feature only Christmas decorations. Some had both Christmas and Hanukkah. Others included Kwanzaa.  And then there are places that don’t allow any indications of a religious celebration.

Where does that leave librarians?  How do you decorate for the holidays? Some of you live in an area where it is expected that you be inclusive.  Others have more restrictions.  How and why do you decide what to do?

This is an ideal time to look at your philosophy. You probably have something in it about creating a safe, welcoming space. You might address equity, diversity, and inclusion.  To what extent do your holiday decorations reflect and promote those ideas? If they don’t, then you might keep any December theme focused on the season rather than the holidays.

You also need to consider your student population. What is its religious /ethnic make-up? The more diverse it is, the more your displays need to reflect that.  We want to have “mirrors” for our students. Their feelings of safety come from seeing themselves reflected in the school community—and the library. If their holiday isn’t represented, they feel invisible.

If your population is mainly Christian, you probably will make Christmas central to your displays. Most of these are not overtly religious, although some occasionally include a crèche. But should you also have some Hanukkah decorations to acknowledge the diversity that is out there? It depends on your community and their concerns, but this is where you have the opportunity to create “windows.”  While mirrors let students see themselves in books – and displays – windows show them the lives of those who are not like them. In her essay, “Mirrors, Windows, and Sliding Glass Doors” , Rudine Sims Bishop says when children only see themselves they develop an exaggerated sense of self-importance. A thought to consider.

What can you do if your community is not open to diversity and inclusion? The choice is yours, but you can make tiny inroads. Consider a small display of books on Hanukkah (and maybe Kwanzaa) with no decorations.

This is the same approach you can take with “controversial materials.” I have written before about the choices librarians make to purchase or not purchase a title. No one wants to risk their job and possibly lose friends by making choices the school and community would emphatically reject. Once again, the key is usually in small steps. They are hardly noticeable, but each one puts you a little further down the road and creates a library with more windows to the world at large.

Hopefully, as communities become more diverse, there will be an increasing number of schools open to having students discover how their neighbors celebrate.  Then you can mark the month of Ramadan beginning on April 24, 2020, and the 5-day Diwali celebration beginning on November 14, 2020. In the meantime, enjoy your holiday, whatever and whenever it is and however you choose to celebrate it.