Posted on by hildaweisburg

ON LIBRARIES – Effective Feedback

Feedback, in essence, is evaluation.  When given at the end of a project or unit, it’s summative.  When it occurs while the learning is taking place, it’s formative. While both are important, formative evaluation is the most effective, giving the receiver of the information a chance to correct any mistakes. Both, of course, have their place.

It’s best to provide feedback as rapidly as possible. The longer it’s delayed the more distant the learner is from the event, making it difficult to integrate the information in a meaningful way. However, time is only one factor.  The feedback also needs to be meaningful.  Whether you are correcting a written paper or making comments as students are working, what you say should be focused and specific.

“Good job” is not specific feedback. It’s nice to hear but what does it mean?  Far better to add, “Your conclusion clearly sums up the issues and the points you raised.” This is something that can be used in the future.  The learner can see what is considered to be a good conclusion. 

For most people, it’s more challenging to make a negative comment, but these can be even more valuable, especially when the project is still underway.  Saying the sources selected are not authoritative and suggesting the student review the criteria for finding such sources points makes the feedback a learning experience and provides a direction for success.

Don’t overlook receiving your own feedback.  It’s important that you have an accurate picture of how your lesson or a complete project went.  As you see what your students have done and given them constructive feedback, identify what concepts they are getting and which ones are causing them difficulties.

Reflect on this information.  Why were you successful with the concepts they understood and integrated? What kept them from getting other concepts?  How can you reintroduce the difficult ones so they are learned?  And how can you teach it differently in the future so you need not review it from another perspective?

Exit tickets are another way of getting feedback from students.  Come up with thoughtful questions to ask and give the class time to reflect on their responses before ending the lesson. Don’t make it too complicated but give them the chance to decide what they want to let you know.

For example, you can have one box of exit tickets that say, “The most important thing I learned today was….”  A second box of cards might ask, “I’m confused about….,” while a third set has the statement, “I’d like to know more about….”  When students get to choose which card they wish to complete you will get more relevant responses.

Don’t get defensive or upset about getting many “I’m confused about…” cards.  This is your opportunity to refine your teaching.  In addition look carefully at the ones answering “The most important thing I learned today was….”  Are the statements only surface learning?  Did they receive an Enduring Understanding?  Did they deal with the Essential Question? If not, how can you better focus your lessons?

You also need to get feedback from the teachers with whom you work either collaboratively or cooperatively. Don’t just ask, “Did the lesson I gave go all right?”  You most likely will get back a reassuring affirmative answer.  Like, “Good job,” this doesn’t tell you anything.

Although it’s more difficult, and sometimes painful, ask the hard questions to learn how to improve your instruction.  You can start out by asking what they think worked for them and the students and then follow up with, “What didn’t?  Was there something I should have done differently?”

I once did a unit with a general science teacher on composting.  She was passionate about the subject and knew what she wanted students to discover.  I thought I did a great job with the first lesson, but when she got back the initial reports from students they hadn’t located relevant sources.  As is so typical, they grabbed the first two hits.  Even though they had used a database, their searches were not sufficiently refined to target the key ideas.

I retaught the lesson and students did better.  The teacher also realized how she could frame the assignment better.  The following year when we taught it again, the students did much better.  Because they did, the teacher saw ways of continuing to improve the lesson.

Incorporating regular feedback in your dealings with students and teachers will help you do a much better job and improve your students’ learning.

Do you give and get feedback regularly?  How?  Do you use exit tickets?  What are your best questions?

Posted on by hildaweisburg

ON LIBRARIES: To Do and To Don’t

I am very disciplined.  Usually.  And sometimes I am not. I have a feeling many of you share this duality, and I think there is a good reason for it.

Back in August, I did a blog called A Matter of Time. In it I discussed time management techniques to keep you from getting overwhelmed.  I advocated various forms of To-Do lists to keep you on track, recommending you find one that works for you.

And I certainly have a To-Do list.  I couldn’t function without one, yet there are some days when almost nothing gets checked off.  I used to become upset with myself for being so unproductive and not completing all those important tasks.  But I have come to realize it isn’t all bad to take time off.

I have found I am most likely to procrastinate the day after I have been extremely busy and productive.  It’s as though my mind and body are sending a signal they need to recharge.  And we do.  We can’t keep draining ourselves.  There is a cost.

Most of us have numerous obligations outside of work.  Whether it’s getting kids to sports or other activities, preparing dinner, doing laundry, taking care of the lawn, or shopping.  The list is long.  Consider what happens to your attitude and your patience when you have been on the run for days on end.

When you have been going full tilt on your job, you are likely to get impatient when you are interrupted, whether by a student or a teacher.  And yet, our jobs are full of interruptions.  It’s who we are and we want people to know we are there to help them.  I once wore a button that said, “Please disturb me.”

You know by now the importance of building and maintaining relationships.  They are key to our success.  The last thing you want is for teachers and students to think you don’t have time to respond to their requests.  You can destroy a relationship much quicker than you can build one, particularly if it isn’t well established.

There’s also the matter of burnout.  When you keep going without a break, you stop enjoying your job.  As I have said, much of our communication is non-verbal.  Your exhaustion sends a message that you are uninterested.  And that definitely you don’t want to be disturbed.

Worse, discipline problems in the library will increase. Students who are at loose ends because they didn’t think it a good idea to ask for assistance can get into trouble quickly.  Then there are those who love disruptions and recognize a great opportunity to set you off. Usually, you are able to distract them and prevent most problems.  But not when you are in overload.

Yes, when you get back to your usual helpful demeanor, people begin approaching you.  But if you spend too much time in that harried place, you may find fewer teachers dropping by to see you and ask questions.  Students will not risk a rebuff. What you need to do is recharge.

ticking now on check boxes on blackboard

You will have to focus on high priorities.  Classes must be taught, but you can scale them down.  At the elementary level, instead of a major lesson, consider having a coloring day, and join the kids.  More and more adults are discovering what a de-stresser that can be.  And the kids can use that too. At the end of the class, discuss if they liked the activity and why.

In upper grades, let kids research on their own and walk among them seeing how they are doing.  Ask them about what they are finding.  Close the period by having a group discussion on how successful they were and what they can do differently.  It’s a good self-assessment lesson.

For those of you who picked up the challenge of leadership, you may have been thinking that this is why you didn’t want to become a leader.  It is too time-consuming.  However, leaders must learn to set an example for others.

Among my favorite quotes is the one by Tom Peters, “Leaders don’t create followers, they create more leaders.” If a leader is seen as being exhausted and constantly in motion, no one will want to emulate them.  You need to show the rewards of leadership.

So ask for help. It may take time before you can figure out just what you need, but you will also be giving someone the opportunity to see what leadership entails. Librarians don’t usually know how to delegate, and if you are accustomed to being in control, it’s hard to give some of that up.  But the benefits are worth it.

Don’t overlook how your being overwhelmed affects your family and personal friendships.  Even if you are able to be your usual wonderful self on the job, when you get home you are not anywhere near your best for them.  Much as you love being a librarian, your work should not be the priority in your life.

You need to live a balanced life so you maintain your joy. Moments you chose not to spend with family and friends because you had “too much to do” can never be recaptured.

To rejuvenate look for small ways to procrastinate.  There are several things I do.  I play solitaire on my computer or spend time on Facebook.  As long as I keep an eye on the clock, the “away time” lets me return with new energy.

My favorite downtime activity is taking a walk.  It clears my head.  I can figure things out so much better than when I am on the computer.  Most of my blog ideas and how I am going to discuss them are figured out while I am walking.  At the same time, I stop and talk to people walking their dogs or take note of the change in season and how the trees and plants are changing.

I also make sure to see my friends on a regular basis.  I work at home primarily, but when my son comes over I stop what I am doing.  I have learned the task will get done.  It always does.  And cherishing the joys in my life helps me do a better job in completing them.

What gives you joy?  How are you living a balanced life?

Posted on by hildaweisburg

ON LIBRARIES: The Power Of Sharing Your Passion

Passion is a powerful communication tool. powerful-communicationAre you passionate about what you do as a school librarian and what you – and the others in our profession –bring to students and the entire educational community?  How are you showing others your passion?

Passion carries with it your commitment.  When you truly care about something and are committed to bringing your absolutely best to it and then find opportunities to share it, others feel the emotional content behind that passion.  And as I have said before, emotion constitutes at least 80% of how we make decisions.

You don’t share your passion by getting on a soap box and proclaiming it.  You offer it to your students by the way you respect them, how you help them, and cheer them on in their intellectual growth. With teachers you look for opportunities to help them out, making them aware that you can make their job easier. You willingness to go the extra mile reveals your passion for what you do.  It doesn’t go unnoticed.power-of-passion

All of this builds a solid base for growing your leadership within the school community.  But don’t overlook the opportunities to share your passion beyond your building, and bring your feelings for what you do in your library into the outside world.

Be alert to occasions when you can interject a comment or two about libraries.  For example, if you hear someone complain about being exasperated or frustrated with technology, let him/her know you’re a librarian and you can recommend the public library as a place with lots of resources for learning more and possibly some free classes.

If he/she responds positively, and if you’re comfortable, tell him/her that being current with technology is something librarians strive for and that as a school librarian it’s important to you to help your students know this information as well.

Another possible occurrence is hearing a person complaining about all that fake news.  Chime in with your agreement.  Then say, “School librarians teach kids how to recognize false news. It’s part of their job.  Unfortunately, too many kids don’t have school librarians – or even libraries—as so many have been eliminated.”

passion-for-librariesOnce you tune into these opportunities you will find countless occasions when you can let people know about what today’s librarians do. Think of the various ways we contribute to learning, from literacy to technology and everything between.  When someone mentions bullying in the schools, point out that school libraries provide a safe, welcoming environment for all.

And yes, when appropriate, as in the first example, promote the public library.  We are all in this together. Their budgets and staff have also been cut.

Keep a few stories in mind to illustrate your comments.  Stories carry emotion.  As you talk about how librarians serve and transform their communities your passion will show.  Let it out.

You might think most people will listen to what you say but do nothing. True to some extent, of course, but think of how trees propagate. Their seeds are taken up by the wind.  Most end up in places where they cannot grow, but enough land in fertile soil and a forest can spring up.

The tree’s secret weapon is the sheer volume of seeds it sends forth.  The same needs to be true of you.  If you let all sorts of people know about the value of librarians and libraries some of your comments will find fertile soil.passion

Sometimes people don’t do anything and then a friend mentions a problem and they recall what you said. Passing on your comment strengthens the message.  The more of us who “seed” random conversations with information about the importance of librarians in people’s lives the better chance we have to create a forest of advocates.

How have you been bringing your passion about school libraries into your larger world?

Posted on by hildaweisburg

ON LIBRARIES – Personality Plus

successWhy are some librarians successful and others are not? It’s not about knowledge and competencies.  I have seen highly experienced librarians unable to regularly get teachers to work with them while some newly degreed librarians are quickly embraced by the faculty.  What makes the difference?

My blog on “It Begins with Relationship,” posted on April 4, 2016 began with almost the same words.  I discussed some ways to build relationships with students, teachers, and administrators.  Everything I said is still valid, but there is something more.pq

Back in the very sexist 1950’s, a self-help book for teenage girls asked, “What’s Your PQ?” It stood for “Personality Quotient.”  While the advice was to employ tactics I would never use, the question is relevant for librarians of both genders.

Personality is a major factor in how people relate to you, how they connect – or don’t – with you.  And I am sure some of you are thinking that your personality is ingrained.  It’s how you are.  But as someone who has seen her own personality evolve over the years, I am convinced you can work with who you are and by knowing how to accent the positives of it, bring out a more engaging personality.

Attributes of an engaging personality include:

optimismOptimism – It feels good to hang out with someone who has a positive approach to life. This doesn’t mean a Pollyana who believes life is wonderful no matter what happens.  It’s a person who doesn’t focus on the negatives but deals with them by seeing them as “chopportunites” – challenges that can be turned into an opportunity (click the word to see the original post).

But perhaps you are a pessimist.  What can you do about that?  It’s who you are, right?  Face it, living with pessimism isn’t pleasant.  Even for the pessimist.  So take one page from the optimist and find the “chopportunity” in a given situation.  Change your mind set.  Affirmations seem too corny for most pessimists, so instead try “I can handle this.”  It’s not a ringing statement but it moves you from looking at whatever is occurring with a sense of despair.  With practice you will get better at it.

Introvert/Extrovert – Oddly both can be leveraintrov-extrovged to animate your personality.  If you are a librarian and an introvert you can’t retreat from being with people.  What you mean is that you don’t initiate a contact.  But introverts are great at listening and that is very attractive to others. Use this in a focused way and people respond.

If you are an extrovert, the caution is to “curb your enthusiasm.” Enthusiasm can be infectious, but it only work if you aren’t overpowering others with it.  Rein it in a bit and give others a chance to respond.

empowerEmpowering – As AASL exhorts in Empowering 21st-Century Learners, one of the things you do is to empower your students—and teachers.  In addition to giving them the skills they need, you can also empower others by recognizing their accomplishments and cheering them on.  Quite different from empty complements such as “good job,” this is specific.  You might say, “that was a very creative use of this technology” or whatever else they did.

Teachers and students need to be validated as much as you do.  Many don’t see where they are special.  Those with a positive personality know how to make others feel good about themselves. It ties to the Tom Peters quote, “Leaders don’t make followers; they create more leaders.”

inclusiveInclusive – What pronoun do you use most?  Listen to yourself. If you are saying “I” very frequently you can easily be viewed as egocentric.  It’s not about you.

Start thinking, “We are all in this together.  Together we can make things work better.” It’s important that you identify with the faculty.  So it’s “we teachers” not “you teachers.”  Your language will affect how others start viewing you.

In addition, as a librarian you should have plans at least in the back of your head for how to improve your program.  You can’t do it alone.  When you are inclusive you build the basis for a team. Using the other aspects of personality, your team will be ready to work together with you.

And finally the “Plus”

Related to personality but not exactly the same thing is Charisma.  When you think of charismatic leaders you might name President John F. Kennedy, President Ronald Reagan, Reverend Martin Luther King, Jr., Mahatma Gandhi, and others.  Not everyone liked them but a large segment of the population did and followed them, glad to help them achieve their goals.plus

To be sure there are negative charismatic leaders and they have successfully led their people down dark paths.  However, I trust you are not heading in that direction.  The fact is charisma is a powerful leadership attribute.

You might think charisma must be innate, but like any element of leadership it can be learned. LaRay Que wrote a blog post on her website called 6 Ways to Become a Charismatic Leader. Among the things she talks about is how to win the hearts of followers – an important lesson for librarians who want to get support from their teachers and administrators.

She also explains how to use story.  We have been focusing on this increasingly, but she brings an additional thought to it. Her last point is on how to create a strong persona.  By polishing your personality and recognizing your own skills and strengths you can do it.

So how is your 21st century PQ?  Where does it show up in your relationships?  And what how can you make it more engaging?

Posted on by hildaweisburg

ON LIBRARIES – The Value of Values

valuesI have often written and spoken about the importance of having a Mission and a Vision Statement.  They keep you grounded and focused when you are being pulled in multiple directions by students, teachers, and administrators. They also guide you in determining where and why you want to take your program next.

What I haven’t really discussed was the even greater importance of Values.  Mission and Vision are powerful and succinct.  They are usually short so you can memorize and display them for others to see. Values speak to the core of who you are and what you believe.  They should be completely internalized.

Consider first how your values affect your life outside the library.  How you honor your marriage, raise your children, treat your friends, and all the interactions of your daily life are rooted in your values.  Without much thought, you make many decisions based on your values.  The same is true for you as a librarian.whats-important

When you write a Philosophy Statement, as I have my students do in my Management of the School Library Program course, I suggest they look at the “Common Beliefs” at the beginning of the AASL Standards for the 21st-Century Learner to start their thinking process. They are then to consider what they feel a school library program should embody and communicate.

Philosophy Statements generally run from 2/3 to a full page and are, in essence, a statement of your values.  For me, one of the most important value I hold is that the library must be a safe, welcoming space for all.  This has always been important, but it is clearly needed now more than ever.

safe-place-3It seems like such a simple sentence, but when it’s put into practice, it has many implications for you and your program.  Is your collection diverse?  Does it truly reflect your student body?  Are there books in fiction and nonfiction by and about Latinos, African Americans, Muslims and others who make up your school and community population?  Are there titles about homelessness or a parent in jail?  Your students need to see themselves in your collection.

One of the very difficult questions and decisions facing school libraries is buying and shelving LGBTQ books.  Depending on your community and geography, it can be a hard decision, but if one of your values is that the library is a safe, welcoming environment, your choice is to purchase those books or go against your values.

It’s easier if you haven’t identified your values. Then you can dodge the issue, but is that the person you are or want to be? Is that the program you want to lead?

As a member of ALA’s Committee on Professional Ethics, I have been looking at ALA’s Code of Ethics. This represents the Values of our profession.  It’s well worth reading.  This code is one of the things which make me proud to be a librarian even as I sometimes feel challenged to live up to these values. I have been focusing on section VII which reads:code-of-ethics

“We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources.”

It’s not always easy to set our personal convictions aside, but it’s our responsibility to do so.  Our values should be governing our decisions.

While at ALA Midwinter in Atlanta, I learned that there seems to be “less interest” in our values. Programs at state and national conferences lean heavily to the practical. But the practical need to be rooted in something.  Our values as librarians, give us a uniting bond with each other.  It makes our organization strong and keeps us all on the same page (no pun intended).

intellectual-freedomI urge you to get in touch with our values as librarians.  Bookmark the Intellectual Freedom page and become familiar with the key documents. Start reading the Intellectual Freedom Blog.  You should know what ALA is doing concerning the issue. Most recently OIF condemned government agency censorship.

What are your Values as a librarian? How do they affect the way you do your job?  What are your Values in your personal life?  How have they influenced your choices? (Don’t you love my Essential Questions at the end of each blog?)

 

Posted on by hildaweisburg

ON LIBRARIES: Making Connections

 alamidwinterlogoWhen you read this I’ll be heading home from ALA Midwinter Conference in Atlanta.  As always, I am looking forward to it for many reasons, especially the opportunity to connect with my many friends and colleagues from across the country.  While the majority are school librarians, I also cherish my public and academic librarian friends.  Which got me thinking about the importance of making connections.

My writing and presentations are always for school librarians, and I regularly discuss what needs to be done so we are seen as vital and indispensable.  The subtext in some ways has been we must learn how to stop the cuts to school library programs.  This ignores the much larger issue which many of us don’t recognize – library programs have been facing cuts in all types of libraries. making-connections

To be successful we must work together and get out of our silo.

As a first step, become acquainted with your public library and the librarians there, both in your school district and where you live.  Discuss ways you can work together to reach a broader community and show the importance of all libraries.  Do the same at any community college or four-year institution in your area.

I first took in this message many years ago when the then ALA president, Jim Rettig, talked about the library ecosystem. We are connected.  Damage any one of our library types and all are affected.  Students who don’t have or use a school library are not likely to become public library patrons as adults.  They also add a burden to college librarians who must attempt to teach twelve years of research and information literacy skills to freshmen who are clueless.

love-my-library-2Kids who went to story hours as pre-schoolers have learned to love books and libraries.  They bring that attitude with them when they start elementary school. Their obvious enthusiasm is communicated to their fellow students. The more kids who have that background the easier it is for elementary librarians to get on with their instruction and creation of lifelong readers.

You should be using the ALA website for help on Advocacy and other related matters.  Of course, you should also check in AASL’s website as well your state association’s.  If your state has ta separate association for school librarians, do become familiar with what’s on the larger group’s website and consider joining it.

Don’t overlook going to conferences.  I know it can be an economic challenge and many of you find it difficult to get release time, but the investment is worth it for the learning and the connections you will make.  Explain to your supervisor what you will be able to bring back to benefit students and teachers.libraries-transform-box

Beyond that, I strongly recommend you check out Libraries Transform the current initiative from ALA and has wonderful resources you can use.  There are two tabs in particular you should check out. “Trends” has twenty-three colorful circles each with a trend from Aging Advances to Urbanization.  In addition to Gamification, Maker Movement, and Sharing Economy you will find some less familiar ones such as Haptic Technology and Fast Casual.  Not all are part of libraries – but they could be.

The second tab to look at is Toolkit.  For that you have to register but it will give you access to how to reach target audiences, launch your campaign, and some ideas on how to collect stories. Graphics has a number of items you can print, post, and/or distribute.

future-readyFinally, I want to be sure you are aware of Future Ready Librarians and the Facebook page.  This is for school librarians and it’s about how to be an active part of Future Ready Schools. You want to be a building leader in that movement.  And you might also look at the School Library Advocacy website. They have a wonderful blog that is another source of ideas and possibilities.

You are only alone in your library if you choose to be.  To be a leader and bring to your students, teachers and educational community what they need, you must get connected.connect2

How are you connected?  Where else should you go?  How can your fellow librarians help? If you’re on the School Librarian’s Workshop Facebook page, share your questions, concerns, and successes.

Posted on by hildaweisburg

ON LIBRARIES: Fake News and the Teachable Moment

teachable-momentsEvery librarian and teacher knows the magic of the teachable moment. Something occurs in the life of students or in the world and suddenly the kids are eager to find out more.  Whatever you teach at that moment, helping them get a better understanding of the situation will stay with them, possibly forever and with unending and unexpected ripple effects.

Much attention is now being given to what is being called “fake news.”  Although librarians have been using hoax sites for years to teach how to validate information, this issue goes far beyond that, and it’s important that students from older elementary and up learn how to recognize it when they see it.fake

As you prepare to do a unit on this, make sure you are being impartial.  Both sides of the political spectrum have indulged in this practice.  It’s not about you showing your personal perspective is correct. The Code of Ethics of the American Library Association states, “We distinguish between our personal convictions and professional duties and do not allow our personal beliefs to interfere with fair representation of the aims of our institutions or the provision of access to their information resources,” and we need to uphold it in our teaching as much as in our book selection.

A change of terminology might also help alter the climate around the issue.  It’s been my experience that words need to be chosen carefully.  They often carry heavy emotional meaning.  I have had students look at the different terms used on websites when they were researching pro/con assignments.  For example, “pro-choice” vs. “pro-life” or “embryo” vs. “fetus.”  It’s how biased sites work, and they are fine to use as long as you recognize and take into account their point of view.

One excellent sources to use for this “teachable moment” was posted on my School Librarian’s Workshop Facebook group page.  I liked it first because it refers to fake news as imposter news and it is a simple, easy-to-reproduce list of simple questions to ask. You can distribute copies to teachers for use with their class and use it in working with students.  For the elementary level, you might want to simplify the language.

liar-liarIf you search “identifying fake news” you will find a number of other sites you can draw on for your lesson.  I like the eight suggestions from FactCheck.org and the seven from the Washington Post.  FactCheck points to the existence of humorous sites such as the well-known The Onion, and the Washington Post suggests searching Google to locate the information. Be careful here. It’s not whether it shows up several times.  Some sites copy each other and looking at some of the URLs shows that they aren’t that “factual.”

Do direct students to Snopes. For years the site has been known for identifying urban legends and reporting on whether that warning email you received is true.  Now it has expanded into fact-checking reported news stories.

I have seen a number of infographics showing which sources report imposter news and which ones lean in a particular political direction. Again exercise caution here.  Some of those carry their own bias.propaganda

If you are concerned about working on the topic from its political aspects, you might want to try looking at fake health news. Introduce the topic using this website, and go on to have students explore the more controversial aspects and dangers such as the anti-vaccine group and others.  Collaborate with a science teacher on the project.

The “power of the teachable moment” goes beyond making learning relevant to students.  It also can and should be used to power your leadership.  (You knew I was going to make this connection, right?)

Taking students beyond the textbook and the often confining nature of the curriculum is part of what we do as librarians.  As you use these “teachable moments” to make an impact on students’ lives be sure you are sharing it with your teachers and more importantly with your administrators.

Show them what students are learning. Let them see the final presentations so they see the “enduring understandings” students’ are taking away. Video your students in action and “interview” them.  This is how your administrator learns what you bring to the educational community and to student learning.

What “teachable moment” have you addressed?  What was the result?

 

 

Posted on by hildaweisburg

ON LIBRARIES: Raising Readers

raising-readersIn 1977 I wrote Raising Readers along with Ruth Toor my long-time co-author and friend.  Turning kids into lifelong readers has always been a priority of librarians. The challenge of doing so is nothing new, but in some ways it’s become more difficult.  Your creativity and leadership is needed to instill a love of reading- and by extension its benefits – in all our students.

While I fully support the Common Core concept of students being able to do “deeper reading,” some of the ways it has been interpreted have created a barrier to having students become lifelong readers.  The balance of fiction vs nonfiction texts was the first barrier.  Although the distribution was to be across all subjects, many districts imposed it on ELA classes which benefited nonfiction readers, but “punished” fiction lovers. To be honest, books students have to read for a class—whether fiction or nonfiction—has never turned kids into lifelong readers. reading-on-the-pile

That’s where librarians come in. While classroom teachers first teach students how to read, and in the upper grades expose them to “literary classics” which some do enjoy, it’s the librarian who brings the love of reading by connecting students with books matching their interests. The reduction and elimination of librarians in schools has meant that connection is not made for many, and even when a librarian is present there are challenges.

First and foremost is the emphasis on Lexile scores.  Common Core stipulates the Lexile range for grade levels and too many libraries now have the collection so labeled.  Students aren’t allowed to borrow books below or above their Lexile score. In the drive to improve students’ reading ability, administrators they are killing it.

lexileI understand the need to use the Lexile score for instructional purposes, but it doesn’t work for personal leisure reading.  It’s like the old “five finger rule” where you read one page and you lift your finger for each word you don’t know.  If you lift all five fingers the book is too hard for you, assuming readers shouldn’t choose a book where they don’t know five words on every page.

When students read below their instructional level, they develop reading fluency.  They can get into the book. They interact with characters whether it’s fiction or biography. If they are reading nonfiction, they easily grasp the history of a sport or team or how an invention was developed. They enjoy the book. And that’s what builds lifelong readers.

And students sometimes read above their Lexile level.  It frequently happens with nonfiction readers who are interested in a particular subject. Some Harry Potter lovers started the series when it was “too hard” for them.  But their interest motivated them and they took on the challenge.  Why would you deprive a kid of that experience?

I have a similar quibble with Accelerated Reader and programs which are supposed to promote reading by awarding points for what students read – sometimes earning students tangible rewards.  Because of the lure of the reward, kids tend to choose books based on how many points they will earn, not on their own interests.  When there are no longer points for reading, they stop.  That doesn’t create lifelong readers.every-reader-every-book

Ranganathan’s second law of library science is ‘Every reader his/her book.” While he was referring to the requirement of libraries to serve all their patrons without judgment, for me it also means connecting a student to the “perfect” book for him or her is very often the first step in becoming a lifelong reader.

From my own children and members of my family, to people I have met, that initial connection with a book was transforming. These people either were disinterested or even disliked reading until they were matched with the perfect book. It was as if a world opened up to them.  Often they re-read the book – sometimes several times.  The aforementioned Harry Potter fans are one example of this.

These new readers may have discovered a series or a genre then might begin reading the series or books in the genre almost obsessively.  It’s not a problem.  Fluency and a lifelong habit of reading are the results.  Once the early euphoria of “where has this been all my life” has subsided, they are open to exploring reading more widely.  And as we know, “Kids who read succeed.”

So where does your leadership fit in? Back to Lexile scores.  What goes on in the classroom is fine for instructional purposes.  You need to ground yourself in what we do as librarians and become “fluent” in explaining it so the distinction is understood. Collect stories of kids and their perfect book.  Make sure the library is the welcoming place where kids can explore their interests and you can match them with just the right book regardless of scores.

What stories do you have of kids and the book that was perfect for them?

Posted on by hildaweisburg

ON LIBRARIES: Are You a Distrupter?

distruption-aheadOf course you aren’t.  You are a team player.  You don’t rock the boat.  But maybe…you should rethink the question. Leaders are disrupters, and it’s time for more librarians to envision themselves this way.

The business world, which I turn to regularly, recognizes the importance of disrupters.  A Forbes article points out the difference between disrupters and innovators saying while all disrupters are innovators not all innovators are disrupters in the way that all squares are rectangles but not all rectangles are squares. Disrupters change how we think and behave.

The article links to a list of leading disrupters in business. Of course Bill Gates made the list as did the three founders of Kickstarter and the man who started Buzzfeed. You won’t recognize most of the names but they upended how we think of retail, get our television programs, and use social networking.

Okay, great for them.  But you can’t see how to “disrupt” your school – even if you wanted to take such a huge risk.  Let’s try a less scary term.  How about taking on the role of Change Agent?distrupt

Another Forbes article has the compelling title, “Every Leader Must be a Change Agent or Face Extinction.”  We have all seen how school librarians and libraries have been eliminated across the country.  Granted the economic crisis of 2008 caused much of the loss, but part of the reason was the perception that we didn’t make a sufficiently worthwhile contribution to be a good economic decision.

When confronted with widespread slashing of programs, what did many librarians do? They whined they weren’t appreciated.  They crossed their fingers and hoped their jobs wouldn’t be next on the chopping block.  What was and is necessary was to change the way we do business. There are numerous librarians who are doing that, but it’s incumbent on everyone to accept the challenge.

The second article has two quotes that stick with me. “Change is the new normal for leadership success, and all leaders must accept this fact,” and “Change is difficult; Not changing is fatal.” I have repeatedly said all librarians must become leaders or risk disappearing.  If you agree that is true, you need to accept the risk of becoming a change agent.change-is-difficult-not-changing-is-fatal-1

I had a Superintendent in the late 1990’s who alarmed everyone by saying, “If it ain’t broke, break it.”  This was when technology was rapidly expanding.  I am sure he got the quote from the title of a book by Robert J. Kriegel. It is a more confrontational statement but is aligned with the premise of another book, Good to Great by James C. Collins, which states as a premise, “Good is the enemy of great.”

Ranganathan, the father of modern library science, said “Library is a growing organism.”  But any organism either grows or it dies.  Now more than ever, the status quo is not sustainable. If you think your current situation is “good,” it’s time to make it great – even if you have to break it to do it.

What can you do to ensure you are growing?  Or what should you do as a Change Agent?  Librarians who are change agents are the ones who introduced Makerspaces and/or transformed their libraries into Learning Commons. If Makerspaces haven’t come to your district yet, that is one way to begin the change process. Makerspaces have had a dramatic impact on schools.

Creating a Learning Commons is more daunting, particularly in districts with small or nonexistent budgets, but you can move in that direction.  After researching various examples, consider what is possible through contributions.  You need a vision of course, and then, with the approval of your principal, consider developing a GoFundMe campaign.

A relatively simple change is to cover tables with whiteboard paper. This allows students working in groups to visually record their ideas as their project evolves. Anyone coming into the library will notice this dramatic difference instantly.  It alters how they see the library, which is what you need to have happen as a Change Agent—or a Disrupter.

Integrate the community into the library.  Just about every place has a local history and horticultural societies.  What else is available in your town or neighborhood?  Contact these groups and ask if they would like to set up an exhibit of interest to your students in the library. When they do, display resources you have on the topic.  Post everything to your website (or on a LibGuide on your website) and add online information.

Video and photograph students viewing the exhibit. Give them comment cards or record what they think.  Turn it into a presentation with Animoto or other similar resource and share it along with a thank-you note (from you and some of the students) to the society.  They may even display it in their location.  Suddenly their members are recognizing the library is not anything like the one they remembered.

agent-of-changeWith administration approval, reach out to the business community through Kiwanis and/or Rotary.  Ask for local business to share their “communications” with your library.  You can feature what they do and again create a supporting display.  Make a visual record and see if you can speak before the group and share what you did and how the kids reacted.

If we do what we have always done, we will get what we have always gotten. Ignored – for the most part.  Disrupt thinking.  Become a Change Agent.

Have you “disrupted” your school?  What have you done? What’s the craziest idea you’ve ever had for your library program?  Could it actually work?

Posted on by hildaweisburg

ON LIBRARIES: Make Your Presence Known

we-are-here-whosToo many librarians still think if they work hard and do a great job, their teachers and principal will recognize their value.  It doesn’t work like that.  If you don’t start self-promoting you might find yourself ignored and possibly eliminated. My daughter tells me the same thing about selling books – if you write well there’s still a very good chance you won’t make the royalties you want. You have to connect with your audience first.

Self-promotion smacks of bragging and most of us shy away from anything resembling it.  It just isn’t “nice.”  Instead of thinking of self-promotion as self-praise regard it as positioning your program. self-promotion

How many people in your building are aware of all you do?  What does central administration know about your contribution to student achievement, integration of technology, and the host of other ways your program transforms the learning community?  How are they going to find out unless you tell them?

Saskia Lefertnk in an OCLC post references Ranganathan, known as the founder of modern library science.  He said, ““If you want to be a reference librarian, you must learn to overcome not only your shyness but also the shyness of others.” While he was speaking specifically of reference librarians, there is much in that quote for school librarians.

shyness-quoteRanganathan wanted to encourage librarians to transition from being preservers of books to actively serving users.  While we have been doing this for decades, how we do it has undergone a change as drastic as the one Ranganathan was advocating.  Shyness or reticence doesn’t work when the playing field has altered so dramatically.

It is easier to promote yourself and your program in writing rather than speaking or conversation.  So your first step is actively informing your stakeholders of what the library program is doing and achieving. Document visually what is occurring in your library.  Show students at work. If you video them, have them talk about what they are doing and learning.

Consider who needs to see this.  If you aren’t doing at least quarterly reports to your principal, start now. Use the writers’ mantra, “Show, don’t tell.”  It carries a greater impact. Do make mention of the teachers who you worked with collaboratively or cooperatively.

There are several web resources such as Piktochart that make telling your story easy. Your principal might like it enough to share with the Superintendent or even include it with a report to the Board of Education. Depending on what you have pictured and district’s rules for posting pictures of students show the activities on your website.  You can always have photos without kids and have them do a voice over.

When you are planning a lesson that demonstrates what you contribute to student learning, invite your principal or supervisor to see it.  Send the plan in advance.  Although there is no guarantee he or she will come, it is still self-promotion for your program and you. Let any teacher you are working with know there is a possibility an administrator will be present.look

Did you attend a conference or a workshop?  Whether it was an official professional day or something you did on your own time, send a brief report to your principal specifically explaining how you will integrate what you learned into working with students and teachers. This sends the message that you are transforming learning and are actively involved professionally.

Volunteer to serve on a committee.  Select one such as technology where you can demonstrate your expertise. If a subject or grade is working on curriculum, try to become a part of it in order to inform them about resources, but also to show how you can work with the teachers in creating units that engage learners and build critical thinking and other skills.

Offer to give a professional development workshop for teachers (or if you are willing to really step out of your comfort zone) with administrators.  Consider showing teachers AASL’s Best Websites for Teaching and Learning or Best Apps for Teaching and Learning. Particularly at elementary and middle schools you might offer to give a talk to parents.  What they should know about digital footprints or the latest social media their kids are on are possible topics.

Apply for a grant.  Start small with your local education foundation.  Let your principal know if and when the grant is approved. Getting free stuff is always appealing to administrators. Once you have some practice with grant-writing, try going for a larger grant.

Check out AASL’s Grants and Awards.  The deadline for most of them is February 1, so you have time over the Christmas break to work on it.  The PR that results from winning one, will showcase you and your program.  If all your efforts are resulting in your principal becoming a supporter of your library program, propose him/her for AASL’s Distinguished School Administrator Award.

If your community has a “day” when vendors and businesses exhibit, see if your school/district is part of it. Find out if you can be there to inform everyone about what school libraries are like today.  AASL has brochures and a great infographic on their Advocacy page.  You can find others by searching the Internet.

get-noticedUse your tagline on whatever you distribute.  Keep looking for ways to bring your program front and center.  Leaders know how to self-promote successfully.  And they aren’t bragging. They are telling it like it is.

What are you doing to make your presence known? Where do you need help, support or recommendations?