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Standards Are a Tool – Not a Checklist

Guest Blogger – Rona Gofstein

When you hear the word standards, what comes to mind? A document you need to review? Boxes you need to check? Something you pull out when it’s time to write curriculum, set goals, or prepare for an evaluation?  Standards can certainly help us do all those things. But if that’s all we’re using them for, we’re missing much of their value.

Standards are a tool.

Recently, AASL announced the relaunch of its AASL Standards web portal, designed to make the second edition of the National School Library Standards for Learners, School Librarians, and School Libraries easier to explore, understand, implement, and advocate for. The new portal includes streamlined navigation, curated collections, improved search features, a “Get Started” guide, and an expanding collection of resources aligned with the second edition of the Standards.

And while all these new features are great, it only works if the Standards shouldn’t sit on a shelf—or live untouched in a folder on your computer. They can and should help you think about what you are doing, why you are doing it, and where you want your library program to go. In other words, they support your mission.

How? Start with your students.

What should students be able to do because your library program exists? The Standards focus on competencies such as inquiry, collaboration, curation, exploration, and engagement. Look at what is happening in your library. Where are you already helping learners develop these abilities? Where are there gaps? What is one area you might strengthen?

Then look at your program.

How does your library support your school’s Mission and Vision? You know I believe strongly in having a Vision (where you hope to grow to) and a Mission Statement (what you stand for). They keep you focused on where you are going and why. The Standards can help you connect that larger purpose to what you do every day. They can also help you look beyond what you are already doing. Is there a competency you haven’t considered recently? An opportunity for collaboration you’ve overlooked? A way your library program could better meet the changing needs of your learners?

Finally, use the Standards to advocate.

How do you communicate your importance to your audience? AASL President April Dawkins notes in the announcement that the Standards are an important advocacy tool. The new portal includes resources specifically designed to help school librarians communicate the value of their work to administrators, colleagues, families, and other stakeholders. A few weeks ago, I asked, “Do they know what you do?” The Standards can help you show them.

Rather than simply telling your administrator that the library is important, connect what happens there to recognized professional standards and your school’s priorities. Show how a collaboration helped students become stronger researchers. Demonstrate how your instruction develops critical thinking, digital citizenship, or ethical use of information. Explain how your program supports learning across the curriculum.

The new portal gives you an opportunity to take a fresh look at the Standards. Don’t try to read everything or change everything at once. Pick one area. Explore the resources. Ask yourself where your program is now and where you would like it to be. Then Identify one action you can take.

Standards aren’t there to tell you whether you’re doing your job correctly. You don’t need something/someone else telling you that. But when they are used well, they can help you do it better. And they can help others experience and appreciate why your work matters.

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Leading In the Age of AI

Guest Poster: Rona Gofstein

You can’t get away from it. Artificial Intelligence is everywhere both assistive and generative. Whether you are excited by its possibilities, concerned about its implications, or wishing it would simply go away, AI is changing how we find, evaluate, create, and use information. And that means it is changing our schools and our libraries.

As school librarians, what do we do about it? We lead.

That doesn’t mean you need to become an AI expert. It doesn’t mean embracing every new tool that comes along or even support it. Leadership doesn’t require you have all the answers. But it does require being willing to learn, ask questions, and participate in conversations that affect our students and our schools. And AI is definitely one of those conversations.

AASL has been providing resources to help school librarians navigate this changing landscape. In Leveraging AI in School Libraries: From Basics to Best Practices, AI in education is described as both transformative and disorienting. I suspect many of us can relate to that. But AASL also sees opportunities for school librarians to use AI to support teaching and learning and improve library services. Before you can lead others, however, you need to learn.

Explore. If you haven’t used an AI tool, try one. Ask it a question. Ask it to summarize something you already know well and see what it gets right—and wrong. Learn what terms such as “hallucination” mean in connection with AI. You don’t have to become an expert. You do need to understand the basics.

Ask questions. What AI tools are already being used in your district? Does your district have an AI or anti-AI policy? Are teachers using it? What about students? What privacy issues need to be considered? ALA’s current guidance on AI reminds libraries to consider not only usefulness, but privacy, equity, ethics, accuracy, and the continued importance of human judgment.

Connect it to what you already know. Librarians have been helping students navigate changing information environments for decades. We taught them how to search databases. Then came the internet, Google, Wikipedia, social media, and increasing concerns about misinformation.

Get into the conversation. If your school or district is discussing how AI will be used, school librarians belong at that table. We understand information literacy. We understand copyright, attribution, privacy, research, and source evaluation. We work across grade levels and subject areas. That gives us a perspective few others in the building have.

Last week, you were asked, “Do they know what you do?” Here’s another way to show them. You don’t need to walk into the room with all the answers. Walk in with good questions. Bring what you already know about information, learners, and your school community. Be willing to listen and learn.

AI will continue to change. The tools we’re discussing today may be replaced by something entirely different tomorrow. That’s why this isn’t really about mastering a particular technology. It’s about leadership. Leaders don’t wait until they know everything before they engage with change. They learn. They ask questions. They consider the risks as well as the opportunities. And then they help others find a thoughtful way forward.

Through all the technological changes, our fundamental responsibility remains the same: helping students become thoughtful, ethical, informed users and creators of information. AI doesn’t eliminate that responsibility. It makes it more important.  AI is here. Make sure school librarians are part of what comes next.

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Do They Know What You Do

Guest Poster: Rona Gofstein

It’s always nice to be appreciated. Hopefully you hear from students, teachers and your administrators how important your work is. ALA knows, too. In a recent American Libraries Magazine article, “Thank You, School Librarians,” ALA Executive Director Dan Montgomery celebrates the work school librarians do every day. He recognizes our role in providing equitable access, personalized learning opportunities, technology, digital and print materials, and programming that helps students become lifelong readers and informed citizens.

He also notes a troubling statistic. He states: Too many schools have underfunded and understaffed libraries, even though research shows a positive correlation between high-quality school library programs, with a certified school librarian at the helm, and higher student achievement and stronger literacy outcomes. In 2019, the most recent year for which ALA has data, the US had roughly 90,400 K–12 public and private schools. Of those, 91% had school libraries, but only 61% had full-time librarians.

We know school libraries—and school librarians—matter. ALA knows it. Research supports it. But here’s the question: Do the people in your school know what you do?

Not what they think you do.

What you actually do.

Does your administrator know about the teacher you helped find resources for a new unit? Do they know about the student who finally found a book that made them want to read? Does your school community know you are teaching students how to evaluate information rather than simply find it? Do they know about the technology support you provide, the collaborations you initiate, and all the ways you make the library a safe and welcoming place?

If they don’t (or if you’re not sure), you need to look for ways to change that. I have written about advocacy many times because it is an essential part of leadership. Advocacy is not bragging. It is making people aware of the value of the library program so they understand why it is essential to student success.

And you don’t need a major advocacy campaign to do it. Start small.

Share what’s happening. Use your newsletter, website, social media, faculty meetings, or whatever communication channels are available to you. A photo with a sentence or two about what students were learning can say more than a lengthy report.

Make a connection. What are your administrator’s priorities for the year? Look at your school’s Mission and Vision. Where does the library support them? When you talk about your program, make that connection visible. Reach out and show your administrator what you have to support them.

Invite people in. Is there something happening in your library that your principal or teachers or parents should see? Invite them. Better yet, give them a reason to participate. The more they experience what happens in the library, the better they understand its value.

And make sure you’re connecting with the teachers in your school(s). They can become some of your strongest advocates, especially if they’ve experienced firsthand what collaborating with you brings to their students.

Montgomery describes the school library as the “hub and heart of the school.” It’s a perfect image. But being the heart of the school doesn’t happen simply because the library is there. It happens because of what you bring to it. You know how much you do. You know the many hats you wear and the difference you make.

This week, choose one person who may not know. And show them.

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When Plans Change – Leaders P.I.V.O.T.

GUEST POST – Written by Rona Gofstein

Graphic showing an arrow with a change of direction leading to a lightbulb suggesting this is the better idea. The caption reads: When things go in an unexpected direction, you may need to P.I.V.O.T.

It’s the beginning of a new school year. You had plans. Great plans. Perhaps you were going to start a new collaboration with a teacher, introduce a program you spent the summer developing, reorganize part of your library, or finally make progress on a goal you have been thinking about since the end of last year.

And then something happened.

Life—and school—doesn’t always go according to plan. An administrator has a different priority. A teacher you hoped to work with is suddenly unavailable. A budget gets cut. Or something happens in your personal life that changes how much time and energy you have to give. What do you do when the plan you carefully created is no longer possible?

You P.I.V.O.T.

Pivoting doesn’t mean abandoning your goals. As leaders, we need to recognize when circumstances have changed and find another way forward. Here are five steps to help you do that.

P – Periscope – Several years ago, I wrote about the idea of using periscope to look beyond what is immediately in front of you. A submarine’s periscope allows those below the surface to see what is happening above and around them. We need to do the same. When something disrupts your plans, your first reaction may be to focus on the problem. Instead, raise your periscope.

What else is happening? What has changed? What are you not seeing because you are focused on what went wrong? Talk to colleagues. Connect with your PLN. Look outside your library or even outside education. A different perspective may show you possibilities you couldn’t see before.

I – Initiate – Now that you have changed your perspective, start generating ideas. Don’t worry yet about whether they will work. Make a list. Could you modify your original plan? Could you work with someone different? Can you make the project smaller? What are other ways to achieve the same goal?

As librarians, we are good at finding information. Use that skill on your own problem. Ask questions. Do some research. Reach out to someone who has faced a similar situation. At this stage, you aren’t looking for the answer. You are looking for possibilities.

V – Vision – You know how often I write about having a Vision for your library. There’s a reason for that. Your Vision tells you where you are going. When circumstances change, your Vision is what keeps you from getting lost.

Look at the ideas you generated. Which ones are aligned with your Vision? Which support your Mission? Which reflect what you believe is important for your students, teachers, and school community?

Your original plan was only one route. Your Vision is the destination. When you remember that, changing the route doesn’t feel quite so much like failure. It’s leadership.

O – Options – Once you reconnect with your Vision, look again at your list of possibilities. Now see which ones become Options. Which are realistic given your current circumstances? What resources do you have? Who could help? What can you change? What can’t you change?

We sometimes get so attached to the way we planned to do something that we overlook another option that could work just as well—or perhaps even better. Leaders don’t need to have only one answer. They need to be able to recognize which option works best for where they are now.

T – Take One Action – This may be the most important step. When plans fall apart, particularly when several things seem to be going wrong at once, it’s easy to become overwhelmed. Suddenly you have to create a new plan to create along with everything else you already have to do. Don’t try to fix everything today.

Send one email. Make one phone call. Ask one person for help. Rewrite one part of the lesson. Schedule one meeting. Do one thing that moves you toward the option you chose.

Then take the next step when you are ready.

We tell our students that mistakes and setbacks are part of learning. We need to remember the same is true for us. A plan that doesn’t work isn’t a failure. Things can change. Sometimes we learned something we didn’t know when we made the plan. And sometimes we simply need a different route.

The school year may have only begun, but that doesn’t mean everything will begin exactly as you planned. Raise your Periscope. Initiate new ideas. Reconnect with your Vision. Consider your Options. Then Take one action. You don’t need to have everything figured out. You just need to P.I.V.O.T.—and keep leading.

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How to Get Lucky

What if good luck isn’t random? Or rare? What if there was a way to have more luck in your life? Sounds impossible? According to Tina Seelig, executive director of Knight-Hennessy Scholars at Stanford University, there are Five Things Highly Successful People Do To Get Luckier In Life. She states that, “Contrary to popular belief, good luck isn’t random or rare. I like to compare luck to the wind: You can’t see it, but it’s powerful and everywhere. If you know how to sail, you can harness it and make it work for you. along with my comments on how to make it work in our education world.

Here are her five recommendations along with my recommendations for how we can apply this to our work:

  1. The luckiest people have strong core values – Selig says, “To define your core values, pay attention to what is important to you, and where you won’t compromise.” For us as school librarians, these values rest in our Common Beliefs. Review the six Common Beliefs along with their explanation. They state what we stand for. When we are under attack, this is what we look to and use in response. Letting others know what your values are and when they see you living by them, builds trust. This trust leads to opportunities such as creating collaborations and building advocates.
  2. The luckiest people take ownership of their stories – “If you think you can or you think you can’t, you are right.” When you believe in your ability to get something done, you are open to discovering possibilities you wouldn’t have seen and find people who are ready to come on board. You create greater agency and attract opportunities.
  3. The luckiest people make room for surprises – Consider this statement by Selig, “Every decision you make, no matter how small, has the potential to dramatically alter the course of your life.” Again, be more aware of the possibilities. Every chance to connect, even the short and unexpected ones — a chat in the hallway, a recommendation offered at a bookstore — increases the likelihood of good things happening. Look for openings in conversations to talk about the importance of school librarians or tap into their positive memories before expanding on what else we do. The person your talking to might develop a greater understanding of what kids and teachers will lose if we are eliminated.
  4. The luckiest people embrace imposter syndrome – Surprised? I was. Most of us try to fight our brain whispering that we aren’t doing as good a job as another librarian or that we could or should be doing more. Selig says to welcome that recognition. Every new experience  comes with as much opportunity for success as failure. And remember the acronym we tell students – FAIL is the First Attempt In Learning. Instead of trying to cover up this voice, learn what lesson the failure offered. Use your PLN and find out who is doing it successfully. Get advice and maybe a mentor for improving what you are doing.
  5. The luckiest people consistently show appreciation – Definitely! Displays of gratitude may feel good in the moment, but they also have a long-term impact. A quick thank you text is great, but handwritten notes are better because they are so much rarer. You might even give a small gift. I have sent flowers or fruit arrangements to let people know how much I appreciate them.  When people feel appreciated, they are more likely to reach out to you again or recommend you to others.

You can increase the good luck in your life by putting these five steps into action. Look to expand on the ones you already do and expand on them before adding in the ones you haven’t tried yet. Not only will your luck increase, but you’ll be seen as someone who recognizes the knowledge and abilities of others. You’ll be a stronger leader and help them get lucky, too!

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Words Matter

When you were a kid and someone teased you or called you a mean name, you might have been taught to respond with the ditty: “Sticks and stones may break my bones, but words will never hurt me.” The fact that you chose to say that reveals a deeper truth. Wounds heal. Words are powerful. And very lasting.

Words can tear you down, and words can build you up. They tell a story, convey emotion, tell someone what we believe, what we think is important. We know our job as a school librarian matters, but what words are you hearing about them?

Unnecessary. Ancillary. Not as important as… Those are just some of the words and phrases used to put our work down. Oddly enough, we may be the one responsible for some of the negative talk. In her Knowledge Quest article (see more about KQ at the end of this blog), “Knowing Your Worth – Even When Others Don’t See It,” Amanda Galliton calls attention to how we minimize what we do and how we need to advocate for ourselves.

As school librarians we have six roles:

  • Information Specialist: Assisting students and staff in locating and utilizing information resources effectively, fostering research skills and critical thinking.
  • Educator: Teaching information and related technology literacy, helping students understand how to evaluate sources and use information responsibly.
  • Curriculum Partner: Collaborating with teachers to integrate library resources into the curriculum goals, enhancing learning experiences across subjects.
  • Collection Manager: Curating and maintaining the library’s collection, ensuring it meets the diverse needs of the school community and reflects current trends in education.
  • Technology Integrator: Leveraging technology to enhance learning, providing access to digital resources and teaching students how to use various tools effectively. Staying up to date on the most recent technological trends and advances.
  • Advocate for Literacy: Promoting reading and literacy initiatives, encouraging a love for reading among students and offering support their overall academic growth. Doing what we can to offer a range of options to promote connection and understanding.

With all this, why aren’t we seen as vital? Part of the reason is so much of this happens unseen or behind the scenes. Compounding this, Galliton points out, displays of false modesty makes us lessen the importance of what we do each day.

Listen to how many times you use the word, “just’’ as in “I just helped a student find a book,” or “I’m just supporting this lesson.” These are the ones Galliton identifies. How often do you use that phrase or say, “I’m only helping …” “Just” and “Only” minimize what you are doing—and in turn this minimizes your contributions in the minds of teachers and administrators.

We need more of us being conscious advocates for the vital need for our presence in the school. In a world where school librarians are being branded as pedophiles and groomers because of the selections in our collections, we must show our school and local community how important our roles are for the future of our students.

Some ways to do this:

  • Displaying student successes. Email parents about their child’s achievement. Even better, write a monthly column in the local freebie newsletter or town website.
  • Send the principal a quick message about a great learning project with a teacher in which you praise the teacher and acknowledge what you did to support her.
  • Invite a local business leader to visit the library and speak of the skills needed to handle their job. While they are in the library, show off student work so they can become advocates. Also be sure your principal (and superintend) are aware of the visit and are asked to join.

Once you start thinking of how to let your communities know the value of school libraries, I hope you will come up with others. When you do, take a step towards announcing your success by sharing them on the School Librarian’s Workshop Facebook page.

I think this is the first Knowledge Quest article I have used as a basis for this blog. So here’s a quick plug for them. According to their webpage, KQ is published bimonthly September through June by the American Association of School Librarians,. Knowledge Quest is devoted to offering substantive information to assist building-level school librarians, supervisors, library educators, and other decision makers concerned with the development of school libraries and school library services. Articles address the integration of theory and practice in school librarianship and new developments in education, learning theory, and relevant disciplines

What does this mean? Another way to share your success could be to submit an article to KQ. Leaders have visibility. Make yourself visible – and use words to show how valuable you are.

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Make Your Library Invaluable

Do you see your teachers as colleagues or customers? What about students? Did those questions have you considering something you haven’t?

Whether or not you see them that way, teachers and students play dual roles in your library and in its success because teachers are both colleagues and customers and students are both patrons and customers. they are your customers as well as your colleagues and students.

Recognizing this duality may how you approach them and help them see your library seen as the invaluable resource it is. When you are dealing with customers, you want to give them the best service possible, meet their needs, and ensure they keep coming back. And you want them to give you great reviews to others who are interested in coming by.

In her SmartBrief article, The leadership blind spot that’s quietly killing revenue, Jeannie Walters states that “Many leaders think customer experience is someone else’s job.” It’s not – it’s ours. And unlike customer relations, it is proactive. It is what you think about before there is a problem, not what you do after there’s an issue.

She recommends businesses make three shifts to movie to a customer service approach. I’ve revised them to show how we can adapt this for our work.

  1. They define what success looks like for the customer, not just the organization – There are numerous data points which you and the teachers you support are expected to reach, but teaching is more than that. Before you start collaborating, think about the different results the teacher looking for from this learning experience. Is it only the grade that will make the student feel successful? Or is there something to be learned from the process. Also, is this a project special to the teacher or connected to state mandated benchmark. Knowing this, having a good relationship with the teacher, will help you support them. Listen carefully and ask questions so that you can shape the project and bring them the satisfaction of having attained their goals.
  2. They make the customer’s voice a leadership-level input – What the teacher or student tells you will reveal what they most need and where you can help. Even if you think you know a lot about the topic or lesson, try not to talk so much. (A tough one for me.) We need to hear what our “customers” are looking for. Ask questions from the teacher before going into action. Have a class discussion to elicit where students are with the assignment. Do they hate it before it starts? How can you shift it? Where can it be connected to students life experiences? And show them (teachers and students) that there answers are important by following through and incorporating what they tell you.
  3. They treat consistency as a competitive advantage – One good project followed by poor or mediocre ones doesn’t build a good relationship. You want to create a situation where good is repeated or improved on. At the end of the project, consider doing a mini survey. This will give you an opportunity to learn what your customers like best about the project, what did they wished had gone better, and where they might have struggled or felt successful during the project. Go a step further and score yourself, keeping track of the feedback, good and bad.

Before you put this into action, be proactive yourself. What could you learn from this approach? How could it help you grow as a leader? As Ranganathan says in his fifth law of library sciences, “Libraries are growing organisms.” So are leaders. Grow a little each day and your “customers” will not only come back for more—they’ll tell everyone (including administrators!) about what you bring to the school.

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Presenting… You!

School is out for the summer, but school librarians (and teachers) don’t just work ten months of the year. Summer is time for rejuvenating, updating lessons, and other plans to prepare yourself for the start of school in the fall. In addition to those projects, whether you are an experienced librarian, new on the job, or starting in a new school or grade level, this is a good time to look for ways to use the time to address how your community sees you.

We develop opinions about others based on the behaviors others exhibit. While you are making these assessments, your colleagues, students, and administrators are doing the same thing for you. In her SmartBrielf article, Hidden behaviors that shape how colleagues and managers see you, Anne-Maartje Oud addresses seven ways we are unknowingly sending a message about who we are and what we care about. Here are her seven, along with my usual comments on how these play out in our education world.

  1. Are you present? – Whether it’s a professional development session or a faculty meeting, have you already decided it’s really meant just for the teachers? If you are tuned out, your colleagues (and principal) are likely to notice. Even if you are correct as to the intended audience, listen for upcoming changes being planned. Learn what is important to the faculty and consider ways to support them. This is how you get ahead of what teachers will need and what your principal is looking for.
  2. What is your body language? Do you fidget? Check your watch to see how much longer this meeting/conversation/presentation will last? You are telling others you aren’t interested in what is being said. This can have an especially negative impact in a one-on-one discussion. Rather than show impatience, if you are pressed for time, tell them, and ask to speak with them as soon as possible in the future. Oud says to maintain a “steady eye contact and …pause without filling the silence.” Also, “small signals, like nodding while someone explains something, encourages people to keep sharing their thoughts.”
  3. How do you treat others? – Gossip is, unfortunately, a major form of communication in schools. Don’t engage in it. Mostly, it’s biased and especially damaging toward the administration. When a negative comment about a teacher is repeated, not only can it alienate the teacher, but if you are found to be the one saying it, it will also show you aren’t trustworthy. You have heard the expression, “Little pitchers, big ears.” Students are also listening. You don’t want them repeating what you said about a teacher, student or administrator. –Always assume someone is listening.
  4. Are you all about work? – And only about work? You need to diversify your time. Yes, you are very busy. On the other hand, we are about relationship building. Do you eat lunch with teachers? You might not be able to do it every day but try to do it occasionally. It creates a bond. (But remember #3 – no gossiping when you do.)
  5. Are you consistent? – Do you keep your word? When you tell someone you will send them a copy of a document you got at a conference or forward them resource links to help them with a project, do you get it to them quickly or do they need to ask for it? Unfortunately, they probably won’t, and they will lose trust in what you say. A relationship building opportunity hays been lost.
  6. Do you ask questions? – To ask meaningful questions, you need to be listening. We know how important this is when we work with students. It’s just as important when dealing with our colleagues. Showing you are focused on what they are saying builds connections and strengthens the relationship. And you may learn something you missed or discover a new place where you can offer support..
  7. How do you deal with feedback? – Sure we want the positive feedback. Negative feedback is hard to hear, but we aren’t going to improve without it. I always liked asking teachers what I could have done better. You probably did well, but we all need to grow. Remember Ranganathan’s quote, “The library is a growing organism.” If we are not growing, we are dying.

You probably do some of these behaviors better than others. Summer is the perfect time to work on where you feel weaker by practicing with friends and family. And consider where and when, come the fall, you want to be able to be stronger at presenting yourself to your colleagues, students and administrators. Present yourself as the leader you are!

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Get A Little Help From Your Friends

I am back from my annual refresher. To be more exact, I had my usual exhilarating time at the ALA Conference held this year in Chicago. The programs were motivating, informative, and a sparking reflection of the impact libraries make every day. As good as the sessions were, my favorite part is getting to see my school library friends from around the country and the never ending opportunity to make new friends.

The Beatles had it right when they wrote that we get by with a little help from our friends (although they were talking about drugs). Your colleagues, near and far, are one of your best resources when you are struggling with a problem, need to get information fast, or want to talk with someone who understands your commitment and challenges.  Especially if you are the only librarian in your school (or schools). The PLN (Professional or Personal Learning Network) you create and continue to grow is always there for you.

Kristin Hendrix has a similar view in her article, Why you need to stop networking and start building community.” Although she is speaking to the business world, there is much that applies to our education community. One of her points is to recognize that “We Have More Help Than We Realize” and recommends we should “Engage Well.”  Then, once you know what you need, “Be Intentional About the Ask.”

For “Engage Well,” Hendrix says it’s important to know the strengths of the different people in your PLN. You may have some who have expertise in AI. Others are working at the level to which you have recently reached. Which ones are great at creating displays using Canva or are always up on the latest tech tools? Hopefully, you have a store of those in you PLN who can reach out to with a question or problem you have.

To “Be Intentional About the Ask,” think carefully about what you really want to know. It’s so easy to give too much surrounding story. Instead, identify your purpose, why it’s important to you, and what you most hope to receive. This will keep the conversation focused and honor both of your time

Hendrix also provides five prompts to keep you on track when finding these professional friends. I’m listing her first four and adding one of my own:

CONNECT – This is how you grow your PLN. Identify the people most likely to provide the various types of help and advice you need or are likely to need. Conversely, be available to those who need your areas of expertise.

PEOPLE –  Who are the people you want to talk to? One way to identify them and their strengths is by belonging to social media platforms related to libraries. Comment on Substack posts, follow a chain on Reddit, or join a Facebook group or other social media directed to librarians. (The School Librarian’s Workshop Facebook group is, of course, my recommendation.) Read their posts and respond. Eventually some may become friends, not just colleagues.

ACTIVATE – Time for a plan. Who do you want to approach with your concern? Is the more than one person or are you asking the PLN as a group? Are there parts to your plan that require different members of your PLN. Think about who the right people would  be to approach and reach out. Email if you have that contact information, a DM if this is someone you don’t know well. Be professional and personable.

FEEDBACK – Ask a question that’s as clear and focused as possible so you get feedback you can use. Vague questions get vague responses, which can be frustrating both for you and the person you’re talking to. Prepare in advance (part of ACTIVATE) so that this time strengthens this professional relationship.

Hendrix’s fifth prompt is Negotiate, but for us, I would change that to GRATITUDE. Let those who helped you know how much you appreciate their support. Tell them what you learned, how you applied it and, if possible, what the results were.

And be ready to give back by supporting others. You never realize how much you’ve learned until someone comes to you because they see you as an expert in the field.

Remember redwood trees grow tall even though their roots are shallow. They survive the strong winds by entwining their roots with other redwoods. Our community of librarians lets us all grow and thrive. With a little help from your friends, you’ll continue to grow as a leader.

Posted on by hildaweisburg

Advocacy Can Happen Anywhere

I’m getting ready to leave for the ALA Conference in Chicago this Thursday. I love going to conferences for many reasons. It’s a place where I get to share what I know and learn more from current and upcoming leaders, and it’s an opportunity to see so many of my colleagues and friends. Like me, they are strong library advocates.

As advocates and leaders, they have proved themselves valuable to their professional community, their students, teachers and administrators, and they continually integrate themselves into their community at large. All this is exemplary. It helps make the library visible, vital, and worthy of ongoing support.

There is, however, more that can be done, and the good news is, it takes almost no extra effort.

The more people are aware of school libraries and how they contribute to the success of students, the more advocates we have. Have you ever considered being an advocate in places outside your school? With people other than the most obvious community?

During the course of the day, we frequently interact with people we don’t know or don’t usually see. It could be in while waiting in a line. It might be with a bank clerk. Each of these encounters can become a unique opportunity to talk about libraries and school libraries in particular.

Here’s an example: I was reading in my e-reader while waiting for my number to be called at the deli. Someone noticed and commented that it must be a good book, and my advocacy began. I replied that I’m a librarian and so am a lifelong reader and learner. From there I might ask anything from what they like to read or if they remember their school library.

I’m always so pleased when their feelings are positive. If they mention “shushing,” I share about how much school libraries have changed. From here I can go almost anywhere. Graphic novels, maker spaces, internet awareness. Sometimes I ask about their favorite childhood book. I can usually join in as I probably read it. From there it isn’t long before we’re talking about the challenges of libraries today and the increase in book banning.

And even if they aren’t sure about this, even they are concerned about the availability of inappropriate books, I have the opportunity to tell them that parents can let the librarian know what they don’t want their kids reading, and the librarian will support that decision. I don’t try to dissuade them from their opinion. Instead, I remind them that some parents might approve of their kids reading “those” books so they should not be banned. I always end by saying that libraries need to be safe and welcoming spaces for everybody.

Sometimes their comments give me an opportunity to talk about how many schools don’t have librarians or libraries. Then there is no one to support either the students or the concerns of parents. And sometimes… we just talk about the magic of a good book, which is wonderful, too.

Libraries need everyone’s awareness. If you look, you’ll find openings all around where you can use to advocate for school libraries and librarians. Once you get started, it’s easy, and the ripple effects may be more impactful than you can imagine. Think of birds unknowingly dropping seeds into the grass. Some might grow; some might not. You never know how many of the seeds you dropped will bear fruit.

And if you’re going to Chicago for ALA, I hope our paths cross. If you see me, please introduce yourself to me or send me a message through Facebook so we can look for one another!