As a future School
Library Media Specialist I have come to realize that I may have not completely
understood what a SLMS really has to do on a daily basis. Advocacy and marketing meant something
entirely different, which did not include the library or librarian. Now having worked as a library clerk for the
past two years and working on my Library Media Specialist degree, being an
advocate for the library through marketing the program and involving yourself
in leadership positions in the school and beyond will be a large factor in the
success of the library program.
Librarians have
had to work hard at proving their leadership abilities in education. Even in the school district that I work, the
SLMS is considered special services not a teacher. My SLMS is probably the most sought after
person in the school, because of her continued involvement in building
leadership, professional development, literacy team, and whatever else I have
forgotten to list. She has a rapport
with just about every teacher in the building.
That is not to say that she doesn’t get frustrated with the system and
struggling to pull more teachers into collaborating with her. She knows that she must constantly validate
her position in the school.
As
most teachers are a member of state education associations, Wools suggest in
“Leadership and Professional Associations”, media specialists who belong to
their education association should work within that association to improve
perceptions of the media program.” (225)
Also, at least one SLMS from the district should be on the negotiating
team. Other organizations that might be
of interest to the SLMS are the Association for Supervision and Curriculum
Development and the International Society for Technology in Education. Being a member of a state school library or
media association will give the SLMS the opportunity to meet and learn from other
SLMS’s. These provide annual conferences
that will have workshops, speakers, exhibits, and the chance to meet and confer
with other SLMS’s. There are also the
national associations for librarians, such as the American Library Association,
American Association for School Librarians, and the Association for Educational
Communications and Technology. The need to bring the school library in to the
forefront so that it’s importance is acknowledged, the SLMS must learn to lobby
for the program. For all librarians to
be acknowledged as leaders in education, they need to be more politically
active. The SLMS needs to start in the
school promoting or lobbying for the needs of the SLMP to staff, students,
administration, and the community. Making
others understand the need and importance for the need of a strong SLMP and
SLMS must happen now, not when the program is in jeopardy of losing the SLMS or
cutting funding or even cutting the program all together. The American Library Association can help the
SLMS on how to lobby for their program and what that process is. To be part of a global community there are
two international library associations that the SLMS can join. The International Association of School
Librarianship (IASL) and the International Federation of Library Associations
(IFLA) both give the SLMS the opportunity to meet librarians across the globe
and share ideas and how the SLMP is the same and/or different. In order for the SLMS to taken serious and
acknowledged as a leader and innovator in the school, they must not only act
like a professional but look and sound like a professional.
The
guideline for “Empowering Learning through Leadership” in Empowering Learners states that “the school library media program
is built by professionals who model leadership and best practice for the school
community.” (ALA, 45) The SLMS understands that in order for
students to succeed in the 21st century, they must compete on a
global level. Technology has laid the
groundwork where we can communicate instantaneously, and now companies and other
groups are adapting to be more successful in this “new global economy.” The focus is for schools to “move toward a
more connected collaborative form of leadership.” (ALA, 46) There aren’t many positions in the school
that get the opportunity to work with just about every discipline. The SLMS is the one person that is visible to
everyone, as the library is central to the school. As a leader in the school, the SLMS must be
up-to-date with classroom content, new teaching approaches, new technologies to
enhance learning, and the skills to make students lifelong learners. It is important that the SLMS is actively involved
in different groups that focus on student learning. Not only being visible to teachers, but to
administrators and the community is where the SLMS can use their knowledge in
the 21st Century Standards to influence decision making and creating
change. A leading SLMS is passionate
about their work and is open to change.
They are strong communicators, creative, always seeking new teaching
approaches on their own and from others.
Good leaders expect road block along the way and are ready to change
course at any time. A strong SLMS is a
collaborator and a “creative problem solver.” (ALA, 48) They also strive to make themselves a better
SLMS through professional readings, attending conferences, and meeting other
librarians. To meet the needs of a 21st
century learner and the challenges that accompany that, the SLMS must develop a
vision and put into action a plan to accomplish the goals to create skilled
learners in a global society.
Advocacy,
what a challenging word. Advocacy is not
static, it is always changing. But
without an advocate or advocates for the library, the SLMP will not thrive. The students will not thrive. Of course the best advocate the library has
is the librarian, but it is the job of the SLMS to create other advocates for
the SLMP. “On the Job: Advocacy and the
Media Center” from The School Library
Media Manager by Wools states that “appropriately marketing the media
center builds a proper image and encourages appropriate use of the media
center.” (Wools, 189) The SLMS must
figure out the best way to sell their services to the teachers. The SLMS must market their program. Or, bring the SLMS and the patron
together. Is there an awareness of the
library out in the school? How does the
SLMS get out to the school population information about the library? And what is the SLMS going to provide for the
school that will attract and keep them coming back to use the library? The library is first and foremost about
customer service. What does the SLMS
market? The SLMS first must focus on the
services of the library, and then the collection in the library. Then, how do you market the services that
have been pre-determined? The SLMS must
leave the library and learn about who they are trying to market. They must analyze the situation at hand. Are they providing the services that the
teachers and students will want or need to use?
Next, what does the SLMS do to meet these needs taking into
consideration the limitations of the library?
Thirdly, take into account how well the services of the library are
working for the needs of the students and teachers. Lastly, evaluate the services with a
questionnaire. Keeping statistics and data
about the library available, if questions or concerns arise is important in
justifying actions by the SLMS. Is it
important to create an image for the library?
This might be easier done at the elementary level, but at the secondary
level it might feel a little childish.
How do you promote the SLMP?
Space and time advertising can include a news article in the school
paper or newsletter home. Students can
write book or movie reviews that could be placed in the entertainment section
of a school newspaper. Loudspeaker
advertising can gain the most by making it a positive experience, not just
announcing overdue books and fines will be distributed. Mailings placed into the teachers’ mailboxes
are another way to disseminate information.
These need to be appealing so that they are not recycled. Sales presentations by the SLMS, is a way to
keep teachers informed of new technologies and teaching ideas. Contests are always fun. Wools says that they “should be planned with
specific goals and objectives to expand the market, not just to bring attention
to an existing service.” (196) Everyone
is up for a free sample. Making the
library a place where students and teachers can create and display posters or
signs for classes and clubs adds another appealing service for the
library. Create a point-of-sale display
near the circulation desk that will entice the reader to check out books. (I
like this promotion) Sales literature
and brochures are helpful to students and teachers when searching literature
for research or leisure reading. Formal
presentations given by the SLMS can create more positive exposure for the
library than just about anything else.
Seth
Godin suggests “that we need to change the core thinking of what we do,
re-imagine the core purpose of why libraries exist.” “The ‘M’ Word – Marketing Libraries: Godin,
Gutenberg and Going Forward” by Nancy Dowd takes the Godin’s side stating that
we need accept that technology, as it
changes, determines what people need. I
do agree with his statement that the average person will seek Wikipedia for
basic information. But that is not the
way the librarian is trained and how do you change that mindset and it be
ok? Even so, the power of the printing
press is less powerful as we dispense information by means of texting, email,
social media, and even Skype. We have
made it possible to communicate face to face, even if we aren’t in the same
room, building, or country. The
librarian must act now, as “information is not patient.” I agree with Dowd when she says that “there
are so many more projects that were never possible with the restrictions of
print.” One interesting point Dowd made in response to a reader that Godin sees
the role of the library/librarian “in terms of connecting people to people
rather than connecting role to information.” I think that this does connect the concept of
the 21st century learner, where collaboration is front and
center. I also thought that one reader
made a valid point that changes shouldn’t be made without input from the public. This validates that marketing is vital to the
success of the library.
The
Unquiet Librarian also responds to Godin’s blog about the Future of the
library. Buffy Hamilton agrees with
Godin that the library should not be “book –driven”, but more about “idea and
learning-driven.” Hamilton Godin does
not want to get rid of the library nor the librarian; he wants the librarian to
create different approaches to accessing information and “focusing on creating
connections and relationships.” Once
again it comes down to listening to the people and what they want and need in
library services. Bob Farwell, a
responder to Hamilton’s blog states that the library model will likely be
“based on community needs in which we constantly test, probe, experiment and
evaluate all in the name of providing excellent customer service.” Most of all Godin’s blog provides a great
opportunity for librarians to engage in conversations that will guide
librarians to raise the bar and provide a better library experience for the
patron.
The
Daring Librarian (Gwyneth Jones) blog was quite a creative approach to
expressing the importance of having a web presence for your library. It is the job of the SLMS to advocate for the
SLMP. It is important to share with the
community (students, teachers, parents, administrators, and community) the best
of the SLMP. The Daring Librarian shares
eight social media tools, in which are listed in order, according to opinion,
of ease of creation and use, commitment, and difficulty: Wikispaces, Twitter, Flickr, Facebook and G+,
LinkedIn, YouTube, Google Apps, and Edublogs.
She recommends just trying one site and seeing which ones you like
best. I recommend that you also watch
her slideshare of her blog at the end. Here is the Link to her slideshare.
Is
your SLMP visible to your community? “Guest
Post: Visibility Works” by Sara Kelly Johns states that “visibility on one of
the important parts of a deliberate promotion and marketing campaign that every
school librarian needs.” Rebecca, a
first year teacher, chose a great goal that validates the SLMP to administrators. Her goal was to keep her building
administrator and district administrators informed in what she does with her
classes. She wanted to make her reports
fun and informative, so she made presentations with Animoto. She met her goal for the first year, but
decided to continue using Animoto her second year. This time she made her program visible to the
teachers, parents, and the community. It
has become its own entity and really given her program positive attention. I think that Rebecca really stepped up and
showed her school and community the benefits of her expertise. Now, she needs to expand this concept and use
different technology tools and showcase the SLMP in new and different ways.
As
stated previously, one element of leadership for the SLMS is to be part of a
professional organization. Of course to be
part of a professional organization, you must join. This requires you to pay dues, which can add up. When you have organizations at the local,
state, and national level, it can really start to add up. Doug Johnson from “Paying Dues@Your Library”
may not enjoy writing his check to the ALA for his yearly membership, but
believes that “you are not a professional unless you belong to a professional
organization.” He has many reasons not
to join, but the positive reasons outweigh the negative. The ALA has a presence that is respected at a
national level and requires our support to ensure that people do not lose their
right to “read and access information.”
When you pay your dues, you are supporting the national standards. The AASL, a branch of the ALA, is the SLSM’s “voice
of authority.” When you belong to a
professional organization, it gives you the opportunity to meet other school
librarians. The ALA promotes quality
literature for children and teens. I find
it funny that Doug Johnson thinks that many of these books are not ok for kids. That would be an interesting blog to
read. Lastly, Doug Johnson clearly and succinctly
states that “paying dues gives me complaining rights.” Don’t complain about the system if you don’t
pay your dues, literally and figuratively.
When we pool out resources, we are much more effective in making a
difference for the library and librarian.
“Why
You Need Your School Librarian” by Kimberly Shearer lists four very important
reasons why you do need your school librarian.
First, “students must be able to evaluate information” by filtering information
that is credible and isn’t credible.
Next, “students must be able to collaborate” by sharing ideas, problem
solving and setting goals together. The
SLMS can help the students make the collaboration process easier by teaching
them the necessary skills. Third, “students
must master technology” and show that they are able to use technology “locate
and create information.” The SLMS can
introduce different technology tools to teachers and students that can be used
in the classroom. Lastly, “students must
be readers” in order to be successful in school and beyond. This is probably one of the main reasons we
become an SLMS. Reading is
FUNdamental.
1. What are some ways that you, or another SLMS, have used technology to validate your SLMP?
2. If you had to add or change one social media tool in the list that the Daring Librarian created, what would it be?
3. Do you think that it is necessary to join the ALA if you are a member of MASL?
