Three Year Long Range Plan

Current Status

The library at Raytown High School is approximately thirty years old, and is in need of updating.  Last year the library checkout over 43,000 books and expect to see that number go even higher because of Common Core’s focus on nonfiction reading and the implementation of close to 20 Differentiated Reading classes.  Our school population has increased 100+ students this year, and is expected to grow by at least that much next year.  Our library needs to reflect these changes with updating technology and focus more on collaborative learning.  We also need to create an environment that students are welcome to the library and we support learning and leisure reading inside the library. 

Chairs and tables are large, heavy, and not easily moved around.  I would like to update the look to incorporate more collaborative seating, with tables and chairs that move easily and are more in line with what teens would like to use in their library.  We are making some strides in technology, but are greatly limited in what we can do with computers.  I would like to introduce ClassSpot and make the nonfiction section of the library an interactive classroom for the students and teacher. 

Our OPAC system lacks definition and needs its own distinctive look.  Far too many times do students try to use the OPAC machines for internet use.  I would like to see the OPAC machines on their own kiosk, as well as introduce a library self-checkout system.

Lastly, there is wasted space in the library that would make a nice area for students to read and study without being in the way of classes.  I would like to see students sitting at some booths working on homework, as well as create a cozy area for reading.  Some nice task lighting and curtains to soften the wall of glass windows would add an additional atmosphere of relaxation and privacy.

 

Three year Long Range Plan

Year 1

v  GOAL 1

To provide a library book self-checkout for students in order to create more independence for students using the library and to allow library staff more opportunities to help students utilize the library more effectively.

Objective 1

The library will install a self-checkout system before the first day of school 2013. 

 Action Plan for self-checkout station     

Description	Timeline	Resources required $ est.
Meet with Technology to develop plan of action to obtain printer and installation of software.	January 2013	$0.00 or minimal cost
Purchase printer.	March 2013	Approx. $300.00
Install open-source software	June 2013	$0.00
Training for library personnel	August 2013	$0.00

Evaluation of self-checkout station

Once the self-checkout station is up and running, we will begin to gather statistics to show that more students are checking out books to verify that this will increase circulation.
v  GOAL 2

To provide a separation of the OPAC and self-checkout stations from the student computers.

Objective 2

By the first day of school 2013, the library will purchase a kiosk for each OPAC and self-checkout stations.  This furniture will look different from the furniture that the other computers use.   This new furniture will be less bulky and take up less room.

Action Plan for kiosks for OPAC and self-checkout stations

Description	Timeline	Resources Required $ est.
Create a committee for all future purchases for the library	Jan. 2013	Cost ?
Give presentation to support reasons why need to purchase 3 kiosks for OPAC stations.
Determine course of action for funding of purchases	On going	No cost
Meet with principal to discuss funding options at school level for $1359.90 for 3 kiosks.	Jan. 2013	No Cost

Evaluation of installation of kiosks
With the installation of the kiosks for the two OPAC  and one self-checkout stations, students will be observed by staff to see if students have less trouble finding the OPAC stations for library look-up during the Freshman library orientation classes, as well as less confusion by students when they want to use other computers for their studies.  The students will be able to easily identify the electronic card catalog area.

Ø  Furniture and software needed for Year 1 goal

Item	Individual Cost		No. needed	Total Cost	Link
PAC station	418.95		2	837.90	TLS
Self-checkout kiosk	522.00		1	522.00	Brodart
			Grand total (1)	1359.90
Item	Individual Cost		No. needed	Total Cost	Link
Self-Checkout station					install. tutorial ppt
Scanner - have	0		0	0
Touchscreen Monitor - have	0		0	0
Receipt printer w/ parallel interface	284.00		1	284.00	POSWorld
Open source software					software
CPU (w/ mouse & kybd) recycled	0		0	0
			Grand total (2)	796.71
		Total 1 + 2		2156.61

Year 2

v  Goal 1

To create a student work and reading area by the bank of windows at the front of the library.

Objective 1

Four booth seats, with tables, will be installed along the long wall for students to work collaboratively with other students.  Two lounge chairs, with tables, will also be added along the short wall, to allow students to read leisurely.  This will be accomplished by May 2015.

 Action Plan for new lounge seating

Description	Timeline	Resources required $ est.
Continue course of action for funding of purchases	On going	No cost
Provide explanation for the need of a lounge area for students.	Spring 2013	No cost
Present long range plan to school board to justify need and focus in on funding of furniture	Spring 2013	No cost
Order Furniture through preferred vendor	January 2015	$5800.00 approximate cost

Evaluation for new lounge seating

As this is a longer range goal, the funding process will be followed carefully to verify that the library will receive funding for all renovations in the three year long range plan.  Once the library receives the lounge seating, students will be observed using the booths for studying and reading and socializing in the lounge chairs.

 Ø  Furniture needed for Year 2 goal

Item	Individual Cost	No. needed	Total Cost	Link
Single Booth seating	589.99	4	2359.96	Demco
Booth tables	279.99	2	559.98	Demco
Lounge chairs	893.95	2	1787.90	TLS
Cylinder table	316	1	316	Brodart
Lounge table	555	1	555	Brodart
		Grand Total	5578.84

 

Year 3

v  Goal 1

To provide collaborative seating to create interactive learning.  The tables and seating will be mobile.

 Objective 1

By August 2016, the library will have 12 new tables and 48 new chairs to create a collaborative learning area.  These chairs and tables will be placed in our current nonfiction seating area.

Action Plan for Collaborative Furniture

Description	Timeline	Resources required $ est.
Continue course of action for funding of purchases	On going	No cost
Create report explaining need for collaborative teaching in library and why need new seating for this focus.	Spring 2013	No cost
Present long range plan to school board to justify need and focus in on funding of furniture	Spring 2013	No cost
Order furniture through preferred vendor	Spring 2016	$8000.00 approximate cost

Evaluation for collaborative seating
As this is a longer range goal, the funding process will be followed carefully to verify that the library will receive funding for all renovations in the three year long range plan.  Once the tables and seating are in the library, it will be observed that classrooms can arrange the tables and seating in any configuration that will maximize learning.  The teacher can separate the class into groups for projects, yet pull them back as a group quickly because the chairs and tables are mobile.

v  Goal 2

To provide interactive learning with new software that links all the laptops to a central computer that can be displayed on a large screen or whiteboard.

 

Objective 2

By August 2016, ClassSpot software will be installed on all library laptops and all teacher laptops.  Any hardware will also be installed in the current nonfiction seating area.

Action Plan for ClassSpot

Description	Timeline	Resources Required $ est.
Create report explaining need for collaborative teaching in library and how ClassSpot will enhance teaching and learning.	Spring 2013	No cost?
Present long range plan to school board to justify need and focus in on funding of ClassSpot	Spring 2013	No cost
Meet with Technology to begin process	Fall 2013	No cost
Begin search for grant money	Winter 2014	No cost?
Choose 3-4 grants	Spring 2014	No cost
Begin grant writing process	June 2014	Cost?
Submit grants	Fall 2014	No cost
Order ClassSpot through Tidebreak or vendor	December 2015	$25,000 approximate cost
Install ClassSpot	Spring 2016	Unknown cost, but installed by technology
Training for library staff and school staff	August 2016	No cost

Evaluation of ClassSpot

ClassSpot will be dependent on grant writing and this is a long process, especially as it is a very costly undertaking.  The timeline is dependent on how hard it is to obtain a grant to purchase the software and any hardware required for installation.  Once ClassSpot is up and running, teachers will be observed using ClassSpot to build collaboration skills.

Ø  Furniture and software needed for year 3 goal

Item	Individual Cost	No. needed	Total Cost	Link
ClassSpot Software/hardware	Tidebreak Website		25,000.00	Only pricing found.
		Grand Total	25,000.00
Item	Individual Cost	No. needed	Total Cost	Link
Collaborative tables	425.00	12	5100.00	brodart
Chairs	54.99	48	2639.52	Demco
		Grand Total	7739.52

Physical Space Project

Click on the Close X on the VoiceThread box, and then tell the VoiceThread to play.

Here is my link to my VoiceThread and below you can view it on my blog.  I can't find where you can enlarge the VoiceThread on the blog page, but the link to VoiceThread shows a bigger picture.

Physical Space

 

v  “On the Job: Managing the Facility” by Woolls

Woolls states that “assessing library media facilities to improve them is as important as other components of media center management.” (93)  When you step into the library it should feel inviting and create a positive impression to the user.  This is not only for the student, but for the teacher as well.  The responsibility lies on the librarian to utilize the library space to its most productive potential.  Usually, the librarian does not have the luxury of planning a space from the square one, but must work with the space and structure at hand.  When planning your space there are some important things that you must take into consideration.  Student body size will often dictate how large of a library facility is needed.  The age range of your students will help determine the size of furniture and how the library is utilized by teachers and students.  As the role of the library changes, the library must be able to adapt with these changes.  The design must be more flexible.  Adequate space is needed for furniture and materials housed in the library.  This will depend on age range and size of the student body.  The changing role of technology must be also considered when planning space.  This could be anything from furniture rearrangement to electrical needs. 

 There may come a time when the school outgrows the library or the role of the library changes its usefulness.  Whether you are a part of a remodeling the facility or building a new facility, it is important to be involved from the beginning.  Make sure that the arrangement creates the best use of the area.  If you are remodeling the library, taking before and after pictures will show how it has become a user friendly environment.  Also, recording what new technologies are added and when, will help when these technologies become obsolete and updating is needed.  Remodeling sometimes can be more costly than building a new library.  Regardless, each requires a lot of thought, planning, revision, and as always justification for need.  If a librarian has the opportunity to be a part of planning for a new facility, it is important to be aware of what of librarians have experienced and what they liked and didn’t like in their own experience of having a new library.  The librarian needs to be aware that architects may not know the importance of layout for a school library, and being able to have a say in that process is imperative.  Be prepared to keep a record of all changes and why requested to the architect, if they refuse to make changes then you will need to take this to a higher level.  If you are unfortunate enough to be a part of closing a school library, it is a large undertaking.  Anything deemed worth keeping needs to be redistributed to other schools in the district or possibly kept in a central location and the librarians can weed through for use in their library.

v  “On the Job: Managing Personnel” by Woolls

            As a library clerk in a high school library, it seems hard to believe that a library would only have a librarian. It seems that the role of the librarian is so expansive, that how would they have time to do everything?  I believe that this is true at both the elementary and secondary level.  If the librarian is working collaboratively with teachers, marketing, planning for classes to come to the library, keeping the budget on track, cataloging new books, updating the library Web page, and shelving books, when do they go home?  So, if the librarian does have volunteers or a clerk to help out in the library, sharing expectations and managing library staff becomes important for a pleasant library atmosphere.  If everyone who works in the library is aware of their job role and expectations, the main focus of creating lifelong learners can take priority. 

As the role of the librarian is now more centered on being a curriculum specialist, they are seen more as a leader in the school.  With this more defined role as a leader of information for teachers and students, the need for having additional staff in the library is needed and warranted.   It is important for the librarian to create a relationship with the library staff, and in doing so it will help to keep the library staff motivated.  Meeting as a group to discuss library issues and to keep in touch as a group will help to make this task easier.  It is also the job of the librarian to observe staff while working and then evaluating their performance.  According to Woolls, that when the librarian supervises staff they either see their role as someone “who must monitor behavior” or “who is a colleague with the staff in accomplishing the task.”  (116)  Douglas McGregor called these Theory X and Theory Y.  Obviously a staff that is treated with trust and respect will create a better work environment.  Not only does the librarian have a managing role with library staff, but also with administrators, teachers, students, parents, and volunteers.  By knowing how to get along with your boss (the administrator), being service oriented with your teachers, and making the library a friendly place for students will help create more library advocates.  Of course bringing in library volunteers creates another avenue for advocacy.  Always monitor your volunteers and have expectations set in place.  Be involved with your local public library and the organization Friends of Libraries USA.  They are a great help to school libraries.

v  Empowering Learners: chapter 3, “Staffing” and “The Learning Space”

            According to Empowering Learners, the guideline for staffing is that “the school library media program has a minimum of one full-time certified/licensed library media specialist supported by qualified staff sufficient for the school’s instructional programs, services, facilities, size, and number of teachers and students.” (32)  The SLMS’s role is to determine necessary staffing dependent on the library program, meet with administrators to make sure the library is staffed appropriately, makes sure that the entire library staff works together and respect each other and that their ultimate goal is to create a learning environment for students, creates job descriptions for library staff, both paid and volunteer, works with each staff member to review and assess library duties often, and keeps volunteers and student aides up to date with “training and support.” (32) 

            The guideline for the learning space is “the school library media program includes flexible and equitable access to physical and virtual collections of resources that support the school curriculum and meet the diverse needs of all learners.” (33)  The SLMS helps to create a space that is available for use when needed, either during generous library hours or 24/7 school library online access.  The SLMS creates flexible scheduling for the students and teachers.  The library space has many venues for the different needs of the students and teachers.  Here the space could be used for lecturing, reading, or computer use and the space is comfortable and inviting.  The SLMS makes sure that there is sufficient space for all resources.  The SLMS also makes sure that technology and how it is transmitted is fitting for the needs of the students and teachers.

 

v  “The Changing Role of the School Library’s Physical Space” by Tom Corbett

 

Tom Corbett is the executive director of Fisher-Watkins Library at Cushing Academy does a great job explaining how they made the move to an almost all digital library and brought the library to center of all learning.  Corbett believes “that as the century unfolds, students will probably rely almost exclusively on electronic resources for their research and reading.”  This seems a natural progression since we are now a part of the Information Age and those born during this time live and breathe in the digital world.  According to Corbett, we know through evidence that the library is “best able to support digital information literacy,” still many educational leaders believe the role of the library is “made less necessary by the internet,” But these educational leaders do not always see the bigger picture.  Many of these quality and reliable resources are not freely accessible.  Cushing Academy took some radical changes to bring their library into the 21^st Century.  Even though I don’t understand some of the technology lingo, what I understood Corbett to say was that they introduced a new library software platform, which gives them access to newer Web servers.  This gives them the ability to search across all their online resource content, which includes over 150,000 nonfiction eBooks.  The nice thing is that they only pay for content they use.  They still have about 20,000 physical books, in which the students have to access them differently.  At least that is what it looked like when I was on their library site.  They also created a better acquisition process, in which is centered on digital media.  Any eBook that a student wants can be downloaded to the student’s device almost instantaneously.  These devices could be iPads, laptops, Kindles, or even their phone.  Lastly, the physical space in the library is more devoted to collaborative learning, because the space has opened as there are fewer books to fill the space.  I visited the Web site and saw a clean and nicely organized page.  I did like the section that the teachers can book space in the library online.  Obviously this is a well-funded library program, but Corbett never once mentioned anything about fiction books.  Maybe the 20,000 physical books include fiction.

 

v  "Calgary LC 2012” by Sherri Bryan

Although this home page is a little intimidating, I do like the “Learn by Doing Model”.  Obviously, you can follow the intended flow of progression from Imagine to Create.  But if you follow the path horizontally, you can see a different path for Imagine, Question, and Explore.  It does seem logical, but I am not sure it was their intent. 

In the first video, Sherri Bryan talks about “putting on her new marketing hat” and introducing us to the Learning Commons concept and Santa Barbara’s aims and strategic plan to incorporate the Learning Commons.  She talks about the many things that we as librarians or soon-to-be librarians already know, and that the school librarian is even more important and needed today, she also states that the school librarian needs to be at the center of this undertaking.  This undertaking includes moving to Common Core Standards, helping students to be career and college ready, to update technology, and the initiatives should adhere to rigor, relevance, and relationships. The desired outcomes of this transition look a lot like the 21^st Century Standards.  She does say that the desired outcomes are the same as the “goals of the Library Learning Commons.”  Bryan lays out three important parts of the strategic plan.  They are 1) life, career, and college ready students, 2) innovation and entrepreneurship, 3) and facilities.  Students need to be given the appropriate skills to exist and flourish beyond the school walls.  Students need to be able to actively learning and participating, where collaborative learning does not always involve the teacher, and the library space lends to the success of the students.

The second video talks more in detail about the library space.  The learning commons focus is about flexible schedule and space.  Students and teachers can use the library when needed and the space can be transformed according to the needs of the users.  There are areas for collaborative learning, as well as individual space.  The learning commons has more social learning occurring.  The space is now wireless, where students have access from any device, students can bring in their own devices, and there are devices available to the student to use.  The learning commons is also a cultural hub where students can perform and it is a “learning showcase” of the myriad of activities that happen within the school.  The learning commons is also a place for the teachers, as well.  To start the transition, work to weed out materials to create more space, acquire furniture that is more mobile, be a showcase for learning that occurs in the library, get rid of wired computers and go Wi-Fi, begin with creating a virtual learning commons.

v  “The Learning Commons” by Jessica Hanson

Hanson’s video is very similar to the second video by Bryan.  She also focuses on the physical space.  She addresses the two major components of the Learning Commons: physical and virtual space.  The physical space of the Learning Commons should be flexible for the students and teachers.  The space is open, where furniture is moveable and shelves are against the walls.  The space should also be bright and colorful so that students want to use the library.  It is also a showcase for student creations, performances, and students should have opportunities for creativity with smart boards and projection walls.  She says that the walls should be covered with something encourages creativity.  She is in agreement with Bryan stating that the Learning Commons should be wireless, as students cannot move around and collaborate hooked to a wire.  The Virtual Learning Commons is a school Web site that is managed by the entire school. There are four main parts to the VLC: Reading Culture, School Culture, Knowledge Building Center, and Experimental Learning Center.  She quickly touches on the first two parts of the VLC.  The School Culture is where all student activity is posted, it should change daily.  Hanson calls it a “living yearbook.”  The Reading Culture promotes “reading, writing, speaking, and listening skills across the school.”  Here students can access tools to make a book trailer, while teachers can make available sites that can be accessed by the students.

v  “The Unquiet Library Virtual Orientation 101: 2012-2013 Edition: What is the Unquiet Library?” by Buffy Hamilton

            Buffy Hamilton takes us on a tour of her library, which is a creative marketing approach.  Her tour starts at the front of the library, where there is comfy seating and even a puzzle table.  I think that is unique.  I could just see some of our pranksters take a puzzle piece and hide it.  She places computers right in the middle of all the action.  I am not sure that I would like that, especially if there is instruction going on in the instructional area.  There is no real separation between these areas.  Her fiction section is very different than her nonfiction section.  The fiction section has book shelves on the floor, where the nonfiction appears to be only along the walls.  She also has a small craft area, which is very basic.  The circulation desk is not at the front, but pushed back and not obtrusive.  The computer lab has plenty of windows and helps to keep the area feeling open.  I was a little surprised that the videos and eBooks are not out with the books, but in the storage room.  The library really is not that big, but the way the book shelves are place against the walls and everything is lower to the ground, it appears to be much larger.  I wish she had taken pictures that encompass a bigger view of the library, so that I would have more reference points.  The video gives a better view of the library.  I did notice that there is stuff everywhere, the walls and counters all have some type of display.  Unquiet is correct.

 

v  “Our 21st Century Learning Commons Journey Begins…” by Michael Whelton

            Forrest Hills School middle level library is undertaking a major makeover into a learning commons space.  The process is split into phases.  Phase one take the physical space and updates the look with modern features, bright colors, and creating an efficient space.  I am not sure I liked the idea of moving the circulation desk from the main part of the library to a side room to create more space.  I think that if he had created self –check out areas, it would make it possible to redefine the circulation area and streamline the look, while keeping it part of the library.  Whelton mentioned that the administration was developing a survey for students, “so we can incorporate their input into the final product” and the learning commons “should reflect their needs and wants.”  Some of the areas that they are adding are a media room, café, and collaborative work spaces.  They are also going to add a game area, where kids can play games and video games that focus on content area skills.  Another interesting approach to the learning commons is a graphic novel/comic book reading section.  Also, they will have a computer program for students to create their own comic books.  In the loft area, they are going to have a media production set-up, including their own green room.  This is an amazing vision for middle grade students.  They are also going to use Follett e-shelf Web based literacy program.  Students will have 24/7 access to not only the card catalog and databases, but to e-books as well.  The cost is based on how many books they purchase.  This will allow the school librarian to be more selective about what paper books they purchase.  Near the end of his blog, he has a slideshow that shows the library transitioning into a learning commons and the students that it will service.  One on the most beneficial parts of his blog is the checklist that they put together.  The checklist included not only the process, but their goals and research that needed to be conducted to put together a plan.  Whelton also included an inventory for the school librarian to use in determining how they are managing services, such as digital content, collections, and student collaboration across curricular areas.  Their plan also outlines the process from beginning to the end.

             The physical space of the library is not the same for the learning commons.  That has been loud and clear.  Making the change to a learning commons physical space does not seem to be necessarily an easy process.  I know that our librarian can barely afford to buy books and with the focus on differentiated reading and the Common Core, she now has focus on updating her nonfiction library.  Also, she can’t even create her own library Web site, let alone a VLC, because even wikispace is filtered.  I am not against the learning commons concept, but there are so many hurdles to get out of the way before we could think about making changes.  It will be hard to change the mindset of many librarians, when it comes to going with a more digital library.  I couldn’t imagine, though, having practically instant access to over 150,000 nonfiction e-books.  That doesn’t even include all the internet sites and databases that can be utilized.  Creating a physical space where you can see students collaborating, using digital devices free of cords, students reading, and teachers working with their class would be an amazing site to observe. 


 

1.  What are a couple of things that you would want to have in your LC that would set your LC apart from others?

 

2.  Would you feel comfortable having most of your books, let's say nonfiction, in digital form?  Why or why not?  Do you think that this affects how students research?

 

3.  Has anyone ever been apart of a library remodel or new construction?  If yes, is there any part that you would have done differently, and why?

 

 

Works Cited:

AASL. Empowering Learners. Chicago: AASL, 2009. Print.

Bryan, Sherri. "Calgary LC 2012." Calgary LC 2012. Web.  3 Oct. 2012.
Hansen, Jessica. "The Learning Commons." Screencast.com. TechSmith. Web. 3 Oct. 2012.

Hansen, Jessica. “The Learning Commons: Physical Learning Commons, Virtual Learning Commons.” Screencast.com. TechSmith. Web. 3 Oct. 2012.

Hamilton, Buffy. “The Unquiet Library Virtual Orientation 101: 2012-2013 Edition: What is the Unquiet Library?” The Unquiet Librarian. 3 Aug. 2012. Web. 3 Oct. 2012.

Whelton, Michael. “Our 21st Century Learning Commons Journey Begins…” Michael Whelton, 18 Apr. 2012. Web. 3 Oct. 2012.

Wools, Blanche. The School Library Media Manager. Westport: Libraries, 2008. Print

 

Advocacy and Leadership

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 21^st 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 21^st 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 21^st 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 21^st 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?  

 

 

 

 

Would you recognize a 21st Century school library?

Could you imagine living in an age where access to information was only for the elite?  With the vision of librarians and educators, the right to an education became free to all Americans and librarians fought for equal access for anybody to use the library.  Even though our future looks different than 50 or 100 years ago, educators and librarians have constantly adapted, changed, improved, and grown to give students the best and most forward thinking education. 

 

The future of the school library needs to play a major role in educating students.  Wools from The School Library Media Manager states, "the library media program should function as the information center of the school with resources and activities and provide "a diversity of experiences, opinions, and social and cultural perspectives."" (11)  With state achievement scores driving how teachers teach, the job of the SLMS is even more important for the success of the school.  The SLMS has the skills and tools to give each student the skills necessary to be critical thinkers, creators and sharers of knowledge, ethically responsible users of information, and self-assessors.

 

It seems that we know what has to be achieved, but getting from point A to point B is not as easy an answer.  Fifteen to twenty years ago, our options were much more limited and definitely less chaotic.  But, today students can access information instantaneously, while texting their bff, and updating their Facebook all at the same time.  How do we connect with the students, who have an attention span of a hyper Chihuahua, and hope that they develop the skills necessary to be lifelong learners?

 

"A Revised Manifesto" by Joyce Valenza makes it quite clear that we have to do about any and everything possible.  I know that by the time I was done reading this article, I had decided that if this article didn't truly convict me to be a great SLMS, then it scared me death and made me rethink my decision to be a SLMS.  She makes a comment referring back to question that was asked her about "what does a school librarian do?" (Valenza,1)  Her reply was "it is clear that the concept of modern teacher librarian practice is not clear." (Valenza,2)  But, she is clear that, yes there may be some new, energizing, and exceptional approaches for the SLMS, there are also "some aspects of emerging practice" that cannot be left out. (Valenza 2) These practices include: reading through different formats is necessary; the SLMS is the research guru for the the school; collection development is online as well as offline; access, equity, and advocacy is school wide; collaboration is not a choice; ethical practices cannot be glossed over; the SLMS is the "info-technology scout"; being a leader in the school and a 21st Century advocate through PD, technology, and professional outreach must not be an afterthought; lastly, the SLMS always must always focus on authentic learning. (Valenza, 7)

 

"15 educational experiences my granddaughter won't have" by Stephen Abram, goes to some extremes when examining the future in education.  I couldn't imagine not having a book to physically hold and experience.  I know that many people prefer their ebooks, but I still feel that their needs to be this emotional connection that only a book can provide when you are so pulled into the story and you can't wait to turn the page.  On the other hand, I think that anything that is not Wi-Fi, in this age of on the go, just slows us down.  It is hard to believe that I had a phone that didn't have internet, let alone no 4G.  Now, engaging students at their level by using their internet accessible phones or even tablets, may seem tricky on the trust level, seems logical. What a picture to be seen, when you say to the students, "ok class, everyone pull out your phones." 

 

"Readers Respond: Do schools still need brick-and-mortar libraries?" by Andra Brichacek created quite the responses to her question.  One responder rubbed me the wrong way.  He stated that "hard drives are far more economical" than libraries.  This same person wrote about an experience with a student that was struggling with understanding a learning concept, and blamed this on the fact that if the classroom had had instant access to a computer then the student would have made the connection much quicker.  His response to that experience was, "sure, we had a library upstairs, but it may as well have been on Mars. I couldn't forsake the rest of my class to take one child on a Mars quest. So, probably alone, the librarian sat in her information monarchy." (Brichacek)  I find this very cynical and most of all, what does not having a computer in the classroom have to do with the library/librarian?  This is not the responsibility nor the fault of the librarian.  I would like to assume that the librarian has tried to advocate for all classrooms to have computers.  Maybe the teacher needs to make a concerted outreach to the librarian.

 

School Libraries 21C makes a concerted effort to find solutions to fundamental questions that supports the necessity of a school library and librarian in the future.  One of the questions that was proposed was, "What would a school library of the future look like?"  As I read this section, it isn't so much the physicality of the space, but the interaction of the SLMS, students, and even teachers observed in the library.   What better way to know if the library is functioning with a higher order of learning taking place, than to observe different learning stations inside the library.  These areas are "customisable" to the needs of the learners.  Maybe you will observe students collaboration with other students, or even the librarian.  Maybe students will be doing individual learning through research, both online and offline.  You might also observe the SLMS teaching a class about ethical practices or the best online databases for their class.  And in another area of the library, you will see a group of students updating their blog for the newspaper. 

 

The future really is now, so what is holding us back?  Is there support at the administrative level?  Do we have teachers on board with collaborative teaching?  Or, are we, as the SLMS, staying informed and ahead of the game?  The SLMS is always going to have to work a little harder and know a little bit more in order to guarantee the future of the library and SLMS. 

Questions for the class
1.  Does the physical make-up of the library make a difference for a 21st century libary?

2.  How many hours beyond the contracted duty will a librarian have to work to make a 21st century library match the vision of Joyce Valenza.  How attainable is her vision?

3.  If the future really is now, what is holding back you, the SLMS, or an SLMS that you know?

 

 

Works Cited

 



Abram. Stephen. “15 Educational Experiences my Granddaughter Won’t Have.” Stephen’s Lighthouse, 8  May 2012. Web. 5 Sept. 2012.

< http://stephenslighthouse.com/2012/05/08/15-educational-experiences-my-granddaughter-wont-have/>.
 
Brichacek, Andra. “ READERS RESPOND: Do Schools Still Need Brick-and-mortar Libraries?” ISTE Community Ning, 17 Aug. 2009. Web. 5 Sept. 2012.
 http://www.iste-community.org/group/landl/forum/topics/readers-respond-do-schools.
 
Hay, Lyn, and Ross J. Todd. School Libraries 21C. Rep. NSW Department of Education and Training, 2010. Web. 8 Sept. 2012.
<http://www.curriculumsupport.education.nsw.gov.au/schoollibraries/assets/pdf/21c_report.pdf>.
 
Valenza, Joyce. “A Revised Manifesto.” NeverEndingSearch, 3 Dec. 2010. Web. 5 Sept. 2012.
 <http://blog.schoollibraryjournal.com/neverendingsearch/2010/12/03/a-revised-manifesto>.
 
Wools, Blanche. The School Library Media Manager. Westport: Libraries, 2008. Print.

 

Review of Empowering Learners, Developing Visions for Learning.

Helloslide chapter review

It is definitely much easier to revise the words when I don't have to speak them myself.