The School Librarian's Compass: Stories and Reflections to Help You Find Your Way 9781440879197, 1440879192

Table of contents :
Cover
Title Page
Copyright
Contents
Acknowledgments
Introduction
Chapter 1: Student Voice
1.1 Supporting Students’ Mental and Emotional Health
1.2 Scaffolding Student Success in Literary Analysis
1.3 Welcoming Families to Open House
1.4 Guiding Peer Feedback in Science Inquiry
1.5 Recruiting a New Team of Library Volunteers
1.6 Walking Out with Help from the Library
Chapter 2: Instruction and Assessment
2.1 Using Evidence to Evaluate Practice
2.2 Introducing Fresh Expectations in the School Library
2.3 Detecting Bias with Eighth Graders
2.4 Codesigning Assessments with a Middle School Teaching Team
2.5 Teaching a New Digital Citizenship Curriculum
2.6 Facilitating Group Discussions
Chapter 3: Traditional and Digital Literacies
3.1 Teaming Up to Solve Real-World Problems
3.2 Building a Culture of Reading
3.3 Remixing Storytelling
3.4 Uniting for Information Literacy
3.5 Piloting a Family Book Club
3.6 Curating Is the Thing
Chapter 4: Access to Materials and Spaces
4.1 Justifying the Library Rules
4.2 Avoiding Tough Topics in the Fiction Collection
4.3 Excluding Library Users
4.4 Proposing a Fine-Free Library
4.5 Analyzing Use of the Makerspace
4.6 Labeling Books
Chapter 5: Leadership and Partnerships
5.1 Leading Professional Learning
5.2 Partnering with Public Libraries and Librarians
5.3 Evaluating the School Library
5.4 Stepping Up for School Library Advocacy
5.5 Running for President
5.6 Asking for Money
Appendix A: Professional Learning Activities
Appendix B: Quick Takes
Appendix C: Library Stories IRL: School Librarians Recount Pivot Points
Index
About the Author

Citation preview

The School Librarian’s Compass

THE SCHOOL LIBRARIAN’S COMPASS Stories and Reflections to Help You Find Your Way

Rebecca J. Morris

Online resources to accompany this book are available at https:// bloomsbury.pub/school-librarians-compass. If you experience any problems, please contact Bloomsbury at: onlineresources@ bloomsbury.com

BLOOMSBURY LIBRARIES UNLIMITED Bloomsbury Publishing Inc 1385 Broadway, New York, NY 10018, USA 50 Bedford Square, London, WC1B 3DP, UK 29 Earlsfort Terrace, Dublin 2, Ireland BLOOMSBURY, BLOOMSBURY LIBRARIES UNLIMITED and the Diana logo are trademarks of Bloomsbury Publishing Plc First published in the United States of America 2024 Copyright © Rebecca J. Morris, 2024 Cover image © LdF/iStockphoto.com All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or any information storage or retrieval system, without prior permission in writing from the publishers. Bloomsbury Publishing Inc does not have any control over, or responsibility for, any third-party websites referred to or in this book. All internet addresses given in this book were correct at the time of going to press. The author and publisher regret any inconvenience caused if addresses have changed or sites have ceased to exist, but can accept no responsibility for any such changes. Library of Congress Cataloging in Publication Control Number: 2023001917 ISBN:  PB: 978-1-4408-7919-7 ePDF: 978-1-4408-7920-3 eBook: 979-8-216-17231-4 Typeset by Amnet ContentSource Printed and bound in the United States of America To find out more about our authors and books visit www.bloomsbury.com and sign up for our newsletters.

Contents Acknowledgments vii Introduction ix Chapter 1: Student Voice 1.1 Supporting Students’ Mental and Emotional Health 1.2 Scaffolding Student Success in Literary Analysis 1.3 Welcoming Families to Open House 1.4 Guiding Peer Feedback in Science Inquiry 1.5 Recruiting a New Team of Library Volunteers 1.6 Walking Out with Help from the Library

1 2 7 11 15 19 23

Chapter 2: Instruction and Assessment 2.1 Using Evidence to Evaluate Practice 2.2 Introducing Fresh Expectations in the School Library 2.3 Detecting Bias with Eighth Graders 2.4 Codesigning Assessments with a Middle School Teaching Team 2.5 Teaching a New Digital Citizenship Curriculum 2.6 Facilitating Group Discussions

29 30 36 41

Chapter 3: Traditional and Digital Literacies 3.1 Teaming Up to Solve Real-World Problems 3.2 Building a Culture of Reading 3.3 Remixing Storytelling 3.4 Uniting for Information Literacy 3.5 Piloting a Family Book Club 3.6 Curating Is the Thing

61 63 67 71 75 79 84

46 51 55

viContents

Chapter 4: Access to Materials and Spaces 4.1 Justifying the Library Rules 4.2 Avoiding Tough Topics in the Fiction Collection 4.3 Excluding Library Users 4.4 Proposing a Fine-Free Library 4.5 Analyzing Use of the Makerspace 4.6 Labeling Books

89 92 95 102 106 110 114

Chapter 5: Leadership and Partnerships 5.1 Leading Professional Learning 5.2 Partnering with Public Libraries and Librarians 5.3 Evaluating the School Library 5.4 Stepping Up for School Library Advocacy 5.5 Running for President 5.6 Asking for Money

119 121 125 130 134 139 142

Appendix A: Professional Learning Activities

147

Appendix B: Quick Takes

153

Appendix C: Library Stories IRL: School Librarians Recount Pivot Points

157

Index

165

Acknowledgments For encouraging me to follow a little seed of an idea into the realization of this book, I owe gratitude to my editor, David Paige. Thank you for your trust and guidance. I am holding out hope that someday our kids will get to have that epic playdate! Stacy, Robyn, and Wendy, thank you for saying yes when I asked if you might consider spending some time on a writing project. Your stories and wisdom are appreciated and valued. I am grateful to my family. Thank you to my husband, Brian, for being patient when the coffee and computer buzzed to life in the early morning hours. Thank you to Lucy and Audrey for being proud of me and for understanding that Mommy is not writing a book about mermaids. Maybe next time! To project editor Emma Bailey, as the days grew shorter—along with the time I had left to wrap up this book—you brought sunshine into every correspondence and task. Thank you for your encouragement, efficiency, and sound coordination. And to the school librarians, classroom teachers, graduate students, and educators who have been a part of my school library journey over the past two decades, thank you for being courageous, creative, and steadfast in your dedication to teaching and learning. The world needs people like you.

Introduction When I’m teaching, I notice the truest connection with learners when we turn to story to invite participation or explore an idea. In my work today, I teach preservice librarians and MLIS candidates. We use stories all the time to build understanding of content and of one another. For example, in discussing topics of classroom management and learning environments, I share my admiration for a middle school teacher who set the tone for each class by saying, “Welcome to science class.” The students reminisce about how their teachers over the years set the tone for learning. I ask learners to talk about their memories of elementary school libraries or to describe a moment of frustration with online learning. Their recollections add dimension to discussions of library policy or teaching practices. An account of bored and dazed eighth graders sitting at cafeteria-length tables while I stumbled through a research model kicks off studies of library spaces. Students are eager to share more wonderful, awful examples of classroom setups and wonder about ways to do better. Lighter, chatty moments add helpful flavor to instruction, like recounting costumes and props used to brighten up read-alouds or realizing that my first-grade students misunderstood book dedications and author signatures to be the same thing. They thought my collection of signed books represented dozens of volumes written in my honor. When I talk about this, students bring up other childhood misunderstandings of libraries, books, or views of school. Though story can serve as a common jumping-off point, the reasons a particular story might resonate aren’t always the same. Stories might foster feelings of compassion, spark curiosity, or establish credibility in the person telling the story. Some stories offer reassurance, commiseration, or acknowledgment that imperfection is a good thing. Whatever the connection, I hope that by encouraging, sharing, and valuing stories, I am also demonstrating value for varied perspectives and lived experiences.

xIntroduction

The idea for this book came from those positive experiences in integrating story into teaching about school librarianship. Hitching my teaching wagon to the storytelling star is certainly not an idea I can claim as my own. Varying applications of case-based and problem-based learning in education, law, management, health care, and other disciplines have a legacy and tradition of leveraging story to unpack complicated systems and scenarios. Across iterations, these approaches utilize real-life or simulated instances to guide learners as they interpret guiding principles, theories, and subject matter foundations of a profession. In another realm of sharing stories, school librarians show a keen interest in learning from the circumstances experienced by others in conferences, social media, and other forums so that they might adapt and apply guidance to their own settings. School librarians tend to be professionals dedicated to lifelong learning, engaged in professional sharing and networking, and curious about how colleagues employ innovation and problem-solving to offer effective and valuable school library services. This interest in what fellow library professionals know and do is deep, in part because librarians are usually working without fellow librarians in their schools.

WHY THIS BOOK? With these two sets of considerations in mind—the model of learning through story and the affinity held by school librarians in seeking and sharing their professional stories—this book started to take shape. Sometimes, maybe even often, school librarians find professional standards, guidelines, and core values of the profession too ambiguous, complex, or unrealistic to implement on a day-to-day basis. Perhaps more significantly, these matters can feel too massive, unattainable, or confusing to those new to the profession. In their preparation for school librarianship, school librarian candidates learn foundational ideals and observe best practices that center and guide their work. Often, though, concentrating on aspirational versions of school librarianship leaves out sufficient practice in managing the many challenges and decisions school librarians face on the job. As an instructor, I could never seem to find a deep-enough well of stories, case studies, or samples to satisfy that demand to unpack the nuance and ambiguity of school librarianship. I wrote this book of school library stories as a contribution to those conversations. Not every decision or story in this book is about a major moment; the stories reflect an array of turning points, opportunities, and options that school librarians encounter on a day-to-day basis. I won’t claim that this book captures it all, but I am hopeful that you, or your students and school librarians, find this to be a resource for fostering professional empathy and self-reflection. The stories invite consideration of what others might be

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experiencing and feeling, the questions and challenges they face, and the complexities of their decision-making.

WHAT YOU’LL FIND The school librarians you’ll meet in this book are interesting people, though they are not necessarily quintessential, polished professionals in every moment. They overstep, argue, defy a policy, or take action without realizing a misalignment with rules or expectations. They reflect a range of experience levels and backgrounds. They are, like all of us, flawed, fallible, learning, and growing. Their circumstances represent elementary, middle, and high schools in large and small settings. They are situated in public and independent schools, from school- and district-level perspectives. Joining newer and veteran librarians are teachers, administrators, parents and caregivers, specialized school staff, and students. All of the people and events in the chapter stories are fictitious. Some have threads or inspiration drawn from moments I have experienced or observed. There are some instances in the chapter introductions where I refer generally to something that I did or saw as a school librarian, but no names or identifying characteristics are included. Each chapter features six stories. As you read the stories, the events will lead to a turning point or decision-making moment. Three of these stories offer a glimpse at “The Path Taken,” an account of what the school librarian ended up doing in the face of a challenging moment or opportunity. At the open-ended conclusion of the other three stories in each chapter, I’ll invite readers to “Get Out the Compass” and think over a list of options and opportunities that the librarians are themselves considering. Though I have written the stories so that readers may focus the lens on the librarian’s point of view, it’s important to remember that the librarians are but one part of the system in which their libraries, schools, and communities exist. I hope that these tension points raise questions and bring forth observations on the dynamics of stakeholders and systems. To that end, each story is accompanied by a set of questions for reflection and conversation, along with suggested professional resources to help readers untangle these problems. Note: As this book is heading to press, we have learned that School Library Connection will no longer be an active publication. To be sure that you do not miss out on any of the wonderful SLC resources mentioned in this book, please visit https://bloomsbury.pub/school-librarians -compass. It’s fair to offer readers a spoiler alert: the problems are complex, and the choices in play won’t necessarily resolve neatly. As in real life, not every decision made by the librarians in this book comes with a column A or B of options from which to choose, nor will there be a straightforward set of

xiiIntroduction

outcomes that would unfold accordingly in some formulaic manner. In fact, none of these stories predicts or reveals the longer-term consequences of the choices made. The accounts end on those decision-making points, setting the stage for interpretation. It’s up to you to explore and debate the possible ramifications.

CHAPTER OVERVIEW Chapter 1 is about “Student Voice,” with stories of students’ engagement and experiences in the school library, such as mental health, participatory opportunities, activism, and inclusivity. Chapter 2 considers “Instruction and Assessment,” highlighting the school librarian’s role as teacher, collaborator, and facilitator of learning in the school library. Chapter 3 examines opportunities around “Traditional and Digital Literacies,” including family literacy, digital storytelling, problem-solving, and curating resources. In Chapter 4, we turn to “Access to Materials and Spaces” with stories of library rules and policies, fees for overdue books, and concerns with labeling library materials. Chapter 5 explores “Leadership and Partnerships.” In this chapter, school librarians are finding their way to leadership in their schools and organizations, encountering some unexpected obstacles in their paths. You will find additional resources after each story that have been selected to support dialog, reflection, and professional learning activities related to the fictitious stories in this book. Annotations for each source highlight tools, contributions, and helpful features. It may be helpful to mention that many resources shine light on themes of more than just the story they accompany; in other words, I hope that readers mix and match among these sets! Most resources come from library or library-adjacent publications and professional organizations. I have also included items from other disciplines and groups dedicated to PK–12 education and learning, such as associations and research in educational leadership, literacy and English language arts, and preservice education of teachers. I hope that readers will consider these resources not as an exhaustive list but rather a jumping-off point for curating more tools and resources for navigating opportunities and decisions in school libraries. It was a tough task to list just a few resources for these complex topics, and I can anticipate that readers and I will realize that some outstanding resources are missing from this list. I’m always reading and searching for more perspectives to build my understanding. At the end of the book, you’ll find additional resources for professional development:

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Appendix A offers short professional learning exercises to extend the questions presented within the chapters. Appendix B suggests “quick takes”—more scenarios to ponder and debate, described in just a few sentences. In Appendix C, we have three vignettes. Practicing school librarians contributed stories about problems, challenges, and other memorable decisions that they faced on the job. A brief set of questions around common threads opens this collection.

As we know, school librarians come to their roles from a variety of academic and professional backgrounds. They serve in diverse school settings, with widely ranging budgets, sizes and types of schools and communities, schedules and policies, school cultures, grade levels served, and ranging needs of students and families—not to mention levels of support and expectations for a school library and librarian. However, at least in my observations over the years, there is a recognition of similarity and shared circumstance among librarians. In their respective preschool and primary-grade classrooms, my daughters’ teachers teach the children the use of certain hand signals to demonstrate a “connection!” to something being shared by a classmate, like “I also know that book!” or “We like to play at the same park!” The use of the nonverbal signal has many purposes, including participating in a group discussion through active listening and avoiding interrupting others to say, “Yes, that’s something that I also know about or feel.” The part of this protocol that I most appreciate is the intentionality in providing and honoring an opportunity to find something in common with another person. By offering up a common focal point, the stories in this book invite a similar connection for empathy, reflection, and professional growth. These stories and the accompanying exercises and questions aim to introduce perspectives, contextualize skills, and build confidence for solving problems and making informed, thoughtful decisions on the job.

1 Student Voice Responsive. Engaging. Participatory. Inclusive. Learner-centered. These are a few of the many phrases educators use to describe their commitment to understanding and elevating student voices and experiences in teaching and learning. Through a combination of training and experience, school librarians learn to embody a complicated stance of ardently defending students’ rights and unselfishly following the lead and needs of those students. Such efforts might take the shape of forming a team of student collection developers to review booklists and make recommendation for new purchases. Inviting students’ participation in processes of genre-fying or reorganizing the library space is also a strategy for strengthening student participation. Sometimes this works really well. In my middle school library job, once I started asking students for their suggestions on periodicals, browsing increased, more students came asking for magazines, and I stopped ordering less-popular titles. But there can be missteps, too, like the one time a seventh grader assisting with a weeding project deleted several hundred books from the catalog when clicking a little too quickly. It might be more efficient for a school librarian to do it all for oneself; unwinding that scanner slip was a lesson in patience, copy cataloging, and the importance of reliable backups. And some folks might just feel more comfortable or useful in molding the library into shape according to a firm, expert view of how things should operate. But by opening up to learners’ observations, participation, and even complaints, the experience of the school library can become be more impactful in both immediate and more long-term ways—well worth the hiccups and sometimes creeping pace of bringing more voices into the conversation. To be clear, the process of integrating learners’ identities, ideas, and needs into the school library is more than inserting them into administrative tasks—not to undermine the potential impact and importance of doing so.

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THE SCHOOL LIBRARIAN’S COMPASS

Taking a fresh look at tired processes or giving students the reward of seeing their suggestions make their way into the life of the school are opportunities not to be overlooked. But a student-centered school library builds students’ success and belonging in other ways, starting from their earliest experiences in the library. When students feel encouraged to explore who they are and who they might become as readers and learners, they are being “centered” in the library. In navigating differentiated paths of inquiry and varied options for demonstrating learning, they gain confidence, establish ownership, and feel seen. At “care stations” or “comfort corners,” students find snacks and water, personal care products, and calming toys or pillows, all demonstrating the importance of their needs. When offered options for flexible use of library spaces, kids can feel comfortable and yet challenged to determine for themselves: Do I need a quiet reading space today? A place to draw or build? A table to connect with classmates? The school librarians in this chapter are working to manage, invite, and strengthen these kinds of opportunities for student engagement, equity, and well-being.

IN THIS CHAPTER The Path Taken: Stories with a Conclusion 1.1 Supporting Students’ Mental and Emotional Health 1.2 Scaffolding Student Success in Literary Analysis 1.3 Welcoming Families to Open House Get Out the Compass: Open-Ended Stories 1.4 Guiding Peer Feedback in Science Inquiry 1.5 Recruiting a New Team of Library Volunteers 1.6 Walking Out with Help from the Library

1.1 SUPPORTING STUDENTS’ MENTAL AND EMOTIONAL HEALTH Context The high school librarian, school counselor, and mental health clinician are meeting to discuss programs and services to support students’ mental health.

Student Voice

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The Story The high school librarian, school counselor, and district mental health clinician at Valley Shores High School are gathering for a first meeting to talk about providing renewed, more intentional service to students in matters of mental health. Some difficult conditions have brought this issue to the forefront. The school community is grieving a tragic event of last month in a neighboring town. With the school’s location near a military base, students often live with one parent away for long periods of time, and they experience uncertainty and anxiety about their parents’ well-being. These specific circumstances, coupled with increasing awareness of mental health concerns among teens in education more broadly, have brought these educators together, although they know that any effort will likely expand eventually to include other teachers and specialists. When the clinician, Dr. Mya James, and the counselor, Rory King, first started talking about what the school might do better for their students’ social and emotional health, it was Rory’s suggestion to bring in the librarian, Yvette Sycamore. Dr. James was a little surprised but intrigued, especially when Rory mentioned that the librarian had recently shared some program ideas she had learned in a bibliotherapy workshop. To start off the meeting, Mya presents some recent national data about teens and mental health; then she describes more local concerns she has seen in her practice, using care to respect privacy of students and families. Mya and Rory already work closely together, and Rory mentions a few recent circumstances in which students could have benefited from more readily available supports at school—feeling safer and encouraged to seek reliable information about a health diagnosis, for instance, or understanding that it’s OK to ask for help, and knowing who to ask, when academic performance is affected by mental health. During the meeting, the educators come up with several ideas to investigate and build further: a professional learning community or reading group for teachers and specialists around students and mental health, family programs and resources supported by the guidance and health offices, and a plan to move forward with next steps on mental health curriculum that’s been on the back burner, awaiting teacher training before implementing during students’ advisory/homerooms. For the library, Mya and Rory express great interest in the possibility of one-on-one bibliotherapy. On hearing this idea, Yvette is interested but offers a more scaled-back, measured suggestion of booklists and displays about mental health issues and stories. All three professionals agree that awareness and promotion of student services will be essential, and to work more on this piece, they decide to meet again, next time bringing in the school nurse and dean of students. The different components of this developing plan involve each of the educators

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to varying extents—a formula that reflects their ranging expertise, bandwidths, and even some unspoken boundaries about comfort levels and readiness to lead their school in something so vital but, at the same time, so large in scope. Mya is thinking about referrals, capacity, and health insurance. As the only school counselor for one thousand students, Rory is all in for this effort, which he is starting to realize might mean scaling back some of the guidance office’s efforts around college and career awareness and planning. And truth be told, school librarian Yvette is feeling a bit overwhelmed. She recognizes the potential of story to provide healing, perspective, and catharsis. Off the top of her head, she can name three or four books she has read in the past few months that involve teens facing depression, anxiety, stress, and emotional trauma. She was convinced from the testimonials of the librarian who presented the bibliotherapy workshop how transformative and supportive such programs can be. And yet . . . she’s concerned that she’s outside her lane here. In recommending books, is she making assumptions about the students, or getting in the way of health professionals? Should she worry about overstepping in terms of students’ privacy or medical information or angering their parents? And what if a book introduces students to perspectives or experiences that are frightening, exaggerated, or triggering?

The Path Taken: What Did They Decide to Do? Yvette Sycamore leaves the planning meeting with some uncertainty. In the days between the first and second meetings, she comes to a few realizations and conclusions. Certainly, she recognizes there are contributions to this initiative that are well within her professional responsibilities and ambitions. She has already implemented a few steps toward better attention to students’ health and well-being, even ahead of this convening. She stocks a “self-care” shelf in the library, hosts a weekly “pause and doodle” club, and encourages students to use noise-canceling headphones in a quiet area when they need to. Yet she is nervous and realistic in terms of her knowledge today and where the lines between her expertise and that of medical professionals lie. Her plan is to come to the next meeting prepared with a booklist, some sample themes and materials for a mental health display, and importantly, a list of her concerns, boundaries, and goals. She is also planning to articulate clearly where partnerships could fill in gaps, and she is ready to suggest a program or grant to bring in community health professionals to interface with students and provide the mental health background that Yvette does not possess. She is committed to the notion that the library is a valuable part of students’ health and wellness, but she wants to provide resources and

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services through an approach that is paced, intentional, and aligned with her own understanding of what she can offer and what she cannot.

Questions for Reflection and Conversation 1. What is your response to Yvette’s plan for entering the next meeting about students’ mental health? Is she missing an opportunity for leadership and involvement by not stepping up further, or is she responding in a way that is appropriate given her current level of expertise? 2. What do you anticipate might be the reaction of the school librarian’s colleagues when she offers her list of boundaries? Is “boundaries” the most effective way to frame her concerns? She wants to convey that she is willing to contribute to this important initiative but only in ways that she’s ready for at this point in time, such as providing booklists or displays. She would prefer to wait on promoting individual bibliotherapy services until she can get some more training. 3. Thinking about your professional training and academic background, what areas of knowledge might you leverage to support students’ mental health and wellness through school library services? What are the limitations of your expertise? Of these, which are topics for potential growth, and which could benefit from professional partnerships? What people or organizations might serve as partners?

Additional Resources Cellucci, Anita M., and Courtney Balacco. “Creating Authentic Safe Spaces.” School Library Connection. (January 2020). https://schoollibraryconnection.com /Content/Article/2215490. This article is unique in its perspective: it is cowritten by a school librarian and mental health counselor/school social worker. The coauthors outline common effects of childhood trauma on children and their experiences in school, such as stress responses that can be activated even absent the presence of actual threats. Trauma-informed practices can foster environments and interactions that help students feel safe and protected. “Skillful self-disclosure” helps build authentic and empathetic relationships between educators and students while maintaining boundaries. Harper, Meghan. “Trauma-Informed School Libraries.” School Library Connection. (January 2020). https://schoollibraryconnection.com/Content/Article /2215489. School librarians can support students’ wellness, feelings of hope, and resilience through intentional steps and strategies in library facility design, collection development, and trauma-sensitive communication. Strategies for the library space include zones that offer social opportunities or private, reflective areas. Collection development practices include selection of literature, along with readers’ advisory, book pairings, and enhanced findability in the shelves and

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catalogs. Regarding communication, the author suggests trauma-neutral terminology, centering compassion and intentional use of language. Moulton, Erin E. “Bibliotherapy for Teens: Helpful Tips and Recommended Fiction.” School Library Journal. (November 6, 2014). https://www.slj.com/story /bibliotherapy-for-teens-helpful-tips-and-recommended-fiction. With data about teens and mental illness framing anecdotes from the library, a teen librarian reflects that in many instances, teens are seeking stories, not necessarily information, about conditions and illnesses such as anxiety, eating disorders, and trauma. Through bibliotherapy, librarians can help readers find “companions.” A booklist of “Realistic Teen Fiction and Mental Health” is provided. Pelayo, Elizabeth. “Trauma-Informed School Libraries: A Space for All.” Knowledge Quest 48, no. 3 (January–February 2020): 50–55. A high school librarian reflects on a three-year process in which the school library implemented trauma-informed and trauma-sensitive practices within a larger, school-wide effort toward becoming a compassionate and safe environment, especially for those students who have faced adverse childhood experiences (ACEs). New or adjusted library policies and procedures integrated social-emotional learning experiences, flexibility, and de-escalation strategies, helping students feel supported and safe in the school library. Ross, Catherine Sheldrick. “4.8 Reading and Therapeutic Practices; Chapter 4: Adult Readers.” In Catherine Sheldrick Ross, Lynne (E. F.) McKechnie, and Paulette M. Rothbauer, Eds. Reading Still Matters: What the Research Reveals about Reading, Libraries, and Community. Libraries Unlimited, 2018: 221–227. This brief selection within a chapter about the reading lives of adults offers background on bibliotherapy, which may be useful for school librarians interested in learning about selecting and sharing books as part of healing. Practices and even debates about bibliotherapy date to the 1930s, when physicians questioned librarians’ qualifications to “prescribe” just the right book for a particular need. The chapter presents diverging models of reading as a form of self-help, presents readers’ capacities for making meaning, and offers research findings on outcomes of reading for therapeutic purposes. Stephens, Wendy. Mindful School Libraries: Creating and Sustaining Nurturing Spaces and Programs. Libraries Unlimited, 2021. Author and school librarian Wendy Stephens contends that school libraries are well positioned to promote mindfulness and health, which presents the opportunity and responsibility for librarians to center student needs in decision-making over the convenience of adults. Chapter 9 of this book focuses on bibliotherapy as part of an overall library program guided in every dimension by attention to students’ mental health and wellness. Takahashi, Deborah K. Serving Teens with Mental Illness in the Library: A Practical Guide. Libraries Unlimited, 2019. Librarians might be surprised, or assured, that “this book asserts that you don’t have to be a social worker or mental health professional to provide guidance to teens with mental health issues.” Part of the Libraries Unlimited Professional Guides for Young Adult Librarians, this resource introduces information about teen brains and behavior, as well as overviews of different forms of mental

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illness, before explaining how to provide assistance when teens are experiencing a mental health crisis, plan programming and library spaces and resources with a mental health focus, and work toward self-care.

1.2

Context

SCAFFOLDING STUDENT SUCCESS IN LITERARY ANALYSIS

A high school librarian works with an English teacher and literacy coach to integrate inclusive pedagogies in a cotaught series of lessons for a senior class literary analysis project.

The Story High school librarian Pete Tarasov looks over the principal’s memo one more time as he waits for his colleagues to arrive. Literacy coach Moira Appleman and English teacher Glenn Silver are gathering with Pete after school in the library of Remington Area High School for a final planning meeting before starting a new project with three classes of seniors. They are glad for the opportunity to work together, but all three educators are feeling various stages of disappointment and resentment at the reason. Recently the school administration instituted a rigorous and strict graduation requirement for all students, doing away with a previous version that offered students much more latitude and interpretation. In previous years, the graduation requirement could be fulfilled with a major project in any senior class or, with permission, an independent project or service-learning experience developed with a mentor. Some students submitted creative works, such as short stories or monologues. Others conducted interviews and research exploring career paths and education options or developed computer applications or games. In what seems to Pete, Moira, and Glenn as a step in the wrong direction, the parameters have been narrowed, due in part to the school’s application for a statewide recognition that examines rigor and consistency of instruction across students within each grade level. In this new edition of the project, all seniors in the high school will be required to produce a major piece of writing, with suggested examples that included a literary analysis, a formal science paper in journal style, or a comparative essay in history. Leading the development of the new writing emphasis was Principal Dana Benedict, an experienced educator who once headed the English language arts (ELA) department. For some teachers in the building, which serves about 120 students in each grade, nine through twelve, the change barely registered a blip. Students in advanced courses

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complete major projects every trimester, and several of their existing assignments would easily align with the new requirements. However, nearly immediately on the policy’s approval, teachers working with students enrolled in basic level courses and special education students started to worry about their students’ abilities to complete the project—and graduate. On the whole, the teachers believe deeply in the skills and talents of their students, but they also work thoughtfully and diligently to design learning experiences that scaffold success, attend to individual differences, and value diverse ways of learning and demonstrating knowledge. This effort includes students with identified accommodations, such as individualized education programs (IEPs) and 504 plans, but it extends to learners with a range of needs, skills, and preferences for learning. To uphold formulaic, advanced projects as a bar for everyone seems unfair. Yet the teachers want to make it work for their learners, and the team today is leading the planning and implementation. After a short but intense period of communication among teachers in the general courses and those working with students supported by the special education department, a decision was made to replicate one of the suggested projects: a literary analysis to be completed within English and composition classes. Many of the teachers are still lamenting—and venting over—the loss of “the old project,” as they’ve started referring to the more creative and differentiated iteration of the graduation requirement. However, the teacher, librarian, and literacy coach believe that they have a plan that will equip their students for a passing grade and a positive experience.

The Path Taken: What Did They Decide to Do? Following their own version of the notion that you can’t control others— or in this case, policy decided by others—but you can control how you respond, the team has prepared a set of best practices for inclusivity and accessibility across three domains: teaching methods, learning objectives, and assignment parameters. The students must produce the high-quality, indepth paper that the policy demands, but their path in doing so will be focused and scaffolded with manageable steps, formative feedback, and an overall cohesive and focused approach aimed at decreasing learners’ feelings of being overwhelmed by choices. To shape this plan, English teacher Glenn and school librarian Pete listed several potential “pinch points” from their respective roles, that is, those areas where students might be likely to get lost or frustrated. They also noted commonly missed steps that tend to cause problems later, like forgetting to record source information for citations. With the expectation that the work will start in the library, Pete also identified possible problems caused by or within the library space, including the high ceiling in the teaching area that makes oral instructions hard to hear (sound gets lost) and the

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afternoon glare that makes the large screen and even student devices difficult to view. He also noted lost chargers and uncharged devices as a common issue. Literacy coach Moira collaborated with Glenn to build a plan for the assignment, including accommodations that will support students with identified needs—such as auditory processing conditions, Attention-Deficit/ Hyperactivity Disorder (ADHD), and the developing language skills of multilingual students learning English—but that will also benefit other learners. Drawing from her expertise in principles of Universal Design for Learning, the project will include several elements to guide students successfully toward the mandatory learning outcomes. Rather than opening up the topic to a selection among the five standard literary elements, students will choose either characters or literary devices. Moira asked Pete and Glenn to identify novels with prominent, engaging representation of these elements, and together they came up with four books. Multiple copies are ready for students in audio, ebook, print, and even a graphic novel version for one title. In terms of teaching methods, each class session will follow the same sequence: the English teacher or librarian will begin with instruction on a particular learning objective, such as vocabulary for describing literary devices or searching for author information in a reference database, dividing the class as needed into smaller groups by assignment focus or task. The students will receive print outlines of the teachers’ minilessons each day. The teachers will use discussion protocols and prompts to engage the learners before transitioning to the day’s independent work session. Almost all the work will happen at school, with the exception of reading the novel, which will also be guided by small-group activities, check-ins, and short exercises. Other supports for project management are designed to help students understand and keep track of the sequence of the project. Early on, they plan to have students cocreate a visual of the steps to consult daily. They will also model how to identify tasks for each day, track progress, and note where to pick up the next time they work on the project. Students will use templates to guide the steps of the project, such as developing their thesis statement and organizing the paper. Throughout, they will provide formative assessment, not only to help students see where they are and what they need to do but to instill confidence that students can indeed manage and complete a large project and learn something new. In fact, this is the same guiding principle that the team is following for themselves.

Questions for Conversation and Reflection 1. What was your reaction to the updated—and more rigorous—graduation requirement for the students at Remington Area High School? Have you been

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THE SCHOOL LIBRARIAN’S COMPASS in a situation where a mandate or school-wide initiative was unevenly received by faculty and staff? What was the situation?

2. What is your assessment of the strategies devised by this teaching and resource team to support learners’ success? What might you do differently? 3. The librarian and teacher identified what they call “pinch points” in this project, that is, those steps in a process where students may get stuck, frustrated, or confused. Think of a student learning project that you have designed, cotaught, or observed. What pinch points were evident? What strategies might be introduced to help students navigate through these steps? 4. The story doesn’t suggest that the educators are considering forming an argument against this requirement. Why do you think that may be? Did they follow the right path in dealing with the hand they’ve been given, so to speak? 5. A situation could unfold in which someone—a teacher or parent, for instance—might question the level of scaffolding and support given to learners in the class. What do you think the response of these teachers will, or should, be to any pushback?

Additional Resources Collins, Ryan. “Want Students to Master Literary Analysis? Try Starting with a Vocabulary Lesson.” Edutopia. https://www.edutopia.org/article/want-students -master-literary-analysis-try-starting-vocabulary-lesson. Written by a high school English teacher, this post suggests teaching specific vocabulary words about literary analysis as a preliminary stage in analyzing literary texts. Through practice exercises analyzing artwork and songs with templates filled in with words like “juxtapose,” “symbolize,” and “allude to,” students gain familiarity with the words they will employ later when discussing literary elements. Author Ryan Collins points out that teaching the definition of literary devices themselves—metaphor, foreshadow, and so on—is not enough; equipping students with language to use in their analysis of literary devices helps students produce more nuanced and focused contributions. Manyak, Patrick C., and Ann-Margaret Manyak. “Literary Analysis and Writing: An Integrated Instructional Routine.” Reading Teacher 74, no. 4 (January 1, 2021): 395–405. Taking literary analysis instruction from the high school level to the elementary, this research article from The Reading Teacher describes the implementation of an approach called Literary Analysis and Writing, or LAW, with a third-grade class. This daily routine of research-supported practices includes vocabulary instruction, assisted reading, textual analysis, and text-based writing. Especially helpful to librarians interested in teaching or coteaching reading comprehension or perhaps strengthening dialogic reading practices is the “Take Action” section at the end of the article, which lists six steps for implementing this approach. Marlatt, Rick. “Literary Analysis Using Minecraft: An Asian American Youth Crafts Her Literacy Identity.” Journal of Adolescent & Adult Literacy 62, no. 1 (July 1, 2018): 55–66.

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Literary analysis and digital literacy come together in this research study about students using Minecraft to construct and represent a literary analysis of S.E. Hinton’s novel, The Outsiders. The focus of the article is the work produced by a high school senior and self-identified “non-reader” over three gaming sessions and a written essay. The study’s author (also the classroom teacher) concludes that this learning experience provided the student agency and power in their learning, “authentic literacy interaction” through the use of familiar digital tools and spaces, and self-discovery.

1.3 WELCOMING FAMILIES TO OPEN HOUSE Context At a K–5 elementary school, the school librarian welcomes students’ families into the school library at Open House and encounters unexpected requests for books.

The Story The Fall Open House is tonight at Middlebrook Elementary, a K–5 building of five hundred students located about five miles outside a medium-sized city on the East Coast. The city is home to a stable and growing technology hub, with corporations that have energized the city with a range of local jobs, including professionals and technicians, construction jobs, warehouse and shipping work, and service and hospitality industries. A century ago, this was a town of mill workers and their families. Today, the town is known for its overall reasonable housing costs and the convenient commute to the tech corridor, though it retains its longtime reputation as an unglamorous but friendly town alongside more affluent neighbors and a place where families and work ethic are centered. With small, single-family homes and a mix of newer and older apartment complexes, the population and school enrollment have been growing in numbers and diversity, including immigrant and refugee communities. School librarian Gabe Yarrow is an experienced librarian, having worked in children’s services at a public library before earning a teaching certificate and starting this job eight years ago. In response to the growing need for materials for multilingual students, Gabe has moved the small collection of Spanish-language books to a more visible shelf in the library and added some signage in Spanish. There are no titles in languages other than Spanish, but Gabe does work to use the library’s small budget to provide wide options of materials in many formats, genres, and reading levels. Gabe has noticed there are translation features in the ebooks and state-licensed reference databases, although he hasn’t had a chance to learn or promote these yet.

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Gabe is pumped for Open House and hopes that families see the signs he posted around the school inviting them to stop by the library. The space will be open throughout the evening to welcome everyone and to promote displays and new books, devices for borrowing, and the new library web portal. Gabe hurried to get the new students’ library accounts up and running by this week to offer book checkout during Open House, and he set up a table with snacks, free bookmarks, library swag, and public library posters. He also printed signage encouraging families to check out the new parenting section and to browse the ebooks or reference databases using library devices. This opportunity to mingle is right up Gabe’s alley; with no set schedule of presentations or timed class visits to the library, it’s a reminder of the more casual interactions he enjoyed as a children’s librarian. At the public library, he always looked forward to talking with parents and caregivers after storytime, recommending authors or apps to try, while reassuring parents that the noise in the play kitchen and block table were OK. He cherished compliments from parents on his suggestions of just right read-alouds and took pride in cultivating a community of weekly attendees at his programs. He was known for the children’s room’s wall of crayon drawings from preschoolers, and even families from neighboring communities flocked to the library for its big summer reading program. Gabe knows he’s a people person and a good librarian, and it nags at him from time to time that, as a “special teacher” on a fixed rotation of classes, he is not a core part of a grade-level or subject-area teaching team. Open House is a chance for some connection, a few sign-ups of parent volunteers, and maybe a little attention. Open House begins with families convening in their children’s homerooms, and just as Gabe hoped, a few late arrivals wander into the library. A few parents flip through children’s science and current events magazines, one picks up freebies from the table, and a brother and sister children pull their parents to the seating area around the picture books. After a PA announcement that classroom presentations are starting, the library clears. Gabe is expecting more traffic after the first twenty minutes, when the teacher introductions end and classrooms begin a mock daily schedule. As part of the itinerary, teachers will encourage families to visit their children’s “special” classes, including library. Another announcement signals the beginning of the first block of classes, and action starts to pick up in the library. More parents and students move into the library, and just as Gabe hoped, they’re asking questions, examining the displays, and trying out the databases. He wishes that he had set up some kind of interactive station—a school trivia game with sticky notes, maybe, or a scavenger hunt on the databases. The allotted ten minutes fly by, and as another wave of families comes in, Gabe notices a gathering of parents facing the section of Spanish-language books, talking and gesturing to the shelves. Hoping for one more chance to connect with this group of

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families, he hurries over to try and catch them before they leave for the next class. He introduces himself and asks if he can show them any books or answer any questions—and questions they have. A mother who Gabe recognizes from the pickup queue at dismissal asks, “Can you show us the books in Hindi?” Another parent nods and says, “And the books in Tagalog? It is so nice to find books for the children in languages besides English.” Quickly Gabe’s optimism for this encounter fades, and he knows he is going to disappoint these parents and caregivers with the library’s limited choices in non-English and bilingual titles. But he has to come up with something, so he calls upon a version of his favorite librarian reply: “I’m not sure about that, but let’s see what we can find together.”

The Path Taken: What Did They Decide to Do? Gabe thinks quickly and remembers the translation options in the reference databases. Hoping there are ebooks in a range of languages as well, he walks the families over to the computers, wishing he had something better to show them. He takes a seat at a computer and encourages the parents to join in on the other computers or watch fishbowl-style for some examples. Gabe opens one of the students’ favorite databases, one easy to use because of the visual search options and eye-catching featured resources. He quickly finds the science section, selects an article on butterfly migration, and clicks to the list of language options. Sure enough, Hindi and Tagalog are language selections, but he can tell already that the parents were hoping for print books. “I think my daughter showed me this at home—they have this on their laptops, right?” one asks. Gabe starts to reply, ready to talk about the library web portal, but another parent speaks first, nodding in agreement, “Yes, we used that one for the social studies project last month. The translation was pretty good!” The parents start comparing experiences with the school-issued laptops, home Wi-Fi, and district tech support and then follow each other toward the door as the PA reminder to move to next period buzzes through the speaker. “Thanks anyway!” they call to Gabe, as they wave and exit the library. Some more families wander in. This new group includes a few children excitedly jumping up and down and running toward the LEGO table in the makerspace. Gabe looks at the clock and takes a breath, rising from his chair to say hello and assure the parents that it’s OK for their kids to play with the LEGOs. He can’t help going over a mental replay of the hopeful looks of the parents who just left, and their unimpressed responses when he pulled up the reference database. He has ninety minutes to go in tonight’s Open House, and he feels like he failed a test, with a queasy feeling that he thinks may last a while.

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Questions for Reflection and Conversation 1. In the very short term—that is, during an ongoing Open House—what strategies might Gabe employ to refocus his energy on connecting with parents and caregivers? 2. What is your reaction to Gabe’s decision to show the parents the language translation features in response to their question about books in languages other than English? Was this an effective demonstration? 3. What might you have done or said to the families if you were this school librarian, attempting to satisfy an inquiry about materials that aren’t part of the collection? 4. Considering longer-term planning opportunities, what might Gabe do to meet the needs and interests of learners and families looking for titles in the languages spoken at home? For instance, you might consider opportunities for outreach and collaboration, professional development and background research on Gabe’s part, relationships with vendors, and initiatives and communication with colleagues within the school or district. 5. What are strategies and ideas for showcasing the library’s resources during in-person events like open house, science fairs, or performing arts recitals or shows?

Additional Resources Murphy, Peggy Henderson. “School Libraries Addressing the Needs of ELL Students: Enhancing Language Acquisition, Confidence, and Cultural Fluency in ELL Students by Developing a Targeted Collection and Enriching Your Makerspace.” Knowledge Quest 46, no. 4 (March 2018): 60–65. An elementary school librarian suggests formats and types of books for a creating a library collection that effectively serves English language learners (ELL), including books in languages spoken in students’ homes, graphic novels in English, and “hi-lo” books. As an outcome of the multimodal and open-ended nature of makerspace exploration and learning in the library makerspace, the author suggests that ELL students have the opportunity for social interaction, creative making, and building confidence, all with minimal barriers to communication and understanding—and potentially with the addition of English language skill development. Paradis, Judi. “Supporting ELL Families through the School Library.” School Library Connection. (November 2017). http://schoollibraryconnection.com/Content /Article/2129166. This article presents ideas for welcoming ELL families and honoring their cultures and contributions through ongoing efforts in the school library, including signage, collection development, library programming and events, and volunteer opportunities. For another perspective on this school’s community, read “Collaborating for Family Outreach,” by Melissa Hagan-Alves (published in December 2017 in School Library Connection), an ESL teacher at the same school. I’ll mention that I helped edit this article for author Judi Paradis when

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she wrote it for School Library Connection; she was a beloved librarian who passed in 2019. Preddy, Leslie. “Hosting a Family Read-In.” School Library Monthly 28, no. 6 (March 2012). http://schoollibraryconnection.com/Content/Article/1967260. Middle school librarian Leslie Preddy offers a focused and manageable plan for welcoming students and families to the school library for a reading event that includes a craft, activity, book discussion, and snack themed around a book selected and read ahead of the event. Such an event offers families a chance to spend time together, school leaders the opportunity for positive interactions with students and families, and school librarians a platform to promote literacy and reading. Read for clever and helpful tips for planning your event, such as how to choose a book and form a committee of staff to get ready and engage with families at the party. Rinio, Deborah. “Revising a School Librarianship Curriculum to Be Culturally Relevant: Lessons Learned.” School Library Connection. (February 2022). http:// schoollibraryconnection.com/Content/Article/2273241. This article tracks the author’s experience in planning and implementing a curriculum for preparation of school librarians which centers culturally relevant materials, methods, and pedagogies. As Dr. Rinio states, “Indigenous Perspectives in School Librarianship (IPSL) seeks to provide this space [for ‘culture and inclusion’] through its revised curriculum, which challenges school librarian candidates to discuss deeper issues of inclusion, apply content and pedagogical knowledge to their educational practice, and focus on a growth model of learning.” The program itself models culturally responsive pedagogies, which then candidates are encouraged to implement with their PK–12 learners. Waitman, Kay. “Student Diversity Inspires Special: ‘Our Languages’ Collection.” Knowledge Quest 48, no. 3 (January 2020): 32–39. An Anchorage, Alaska, elementary school librarian describes the rationale and process for collection development of books in learners’ native languages, including Hmong, Tagalog/Filipino, and Spanish. Students share books from the “Our Languages” collection with their families, build connections to their languages and cultures, and strengthen their literacy skills. The article includes a list of recommendations for first (or native) language, bilingual, and cultural books.

1.4 GUIDING PEER FEEDBACK IN SCIENCE INQUIRY Context The school librarian and sixth-grade science teacher are collaborating to coteach a three-day inquiry unit about planets in the school library.

The Story Bernita Johnson’s sixth-grade science students have been working on an inquiry project about the solar system. Bernita is an experienced middle

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school teacher, with four years in her current sixth-grade position and six additional years teaching science courses to eighth graders. So far her students have visited the library three days in a row, where she and the school librarian Lisa Deluca have been tag-teaming the lessons. Together they guided the students to build research questions about a planet’s position in the solar system, its distance and relationship to the sun and other planets, and other unique characteristics. Then with Lisa’s guidance, students located a few library resources to use for information and note-taking; they worked with books, reference databases, and a streaming video collection. Following their reading and notetaking, students contributed to a collaborative slide show with their findings. Coming up on the fourth and last day in the library, each student will be finalizing a short list of references to submit along with their slides. Lisa will be reviewing their work for completion, current sources, and attribution of images on the slides, which is something she has noticed isn’t consistently asked for by the classroom teachers. From Lisa’s vantage point, today’s lesson seems like an opportune time for teaching the students how to give some basic peer feedback to one another. She deeply values what peer feedback brings to learning, including building community among learners, acknowledging expertise and knowledge from someone other than the teacher, and encouraging iterative, reflective cycles of design and development in a project. Later this school year, the sixth graders will take on some more involved inquiry projects, and Lisa works to integrate lots of peer exchanges of ideas, questions, and progress checkpoints. Nearly every step of the inquiry will include a dialog or sharing with a team or peer, from refining the topic to synthesizing notes from different sources. From experience, including some fails, Lisa knows that helpful, supportive peer exchanges require careful coaching and practice. Threaded through it all will be shaping students’ openness to receiving feedback, scaffolding the words they use to give and receive suggestions, and encouraging motivation to make changes based on what they hear. Lisa and Bernita have talked about Lisa’s commitment to incorporating peer feedback. Although classroom teacher Bernita tends to prefer to speed things along at this point and get the projects turned in, she is warming to this idea, especially that notion of decentering the teacher and honoring what students bring to the class. She has agreed to dedicate this last project day to citing sources within peer groups and wrapping up the project. For this culminating activity, students will work in pairs. They’ll start on their own, first skim-reading the partner’s slide and then reading over the list of sources. Then the sharing comes in: students will demonstrate for their partners the source of each fact or argument on their slide—for example, “this image from the surface of Mars goes with this NASA website about the Mars Rover.” Students will use a checklist and examples provided by

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Lisa to look over each citation. She also has given students a list of friendly prompts that address both the citation skill and the approach to giving constructive feedback—which is the part she’s concerned will be toughest for the students. Students will leave the library with their to-dos, which will be homework or a task for working on during their homebase (advisory) time at the end of the school day. Like many sixth-grade classes, this group of twenty-two has a vibrant mix of students. Their reading levels vary. Three students are multilingual, and one just joined the class last week. The students’ social interactions and attention to their work are typical of sixth graders—some are very focused and studious in the library, eager to learn and please their teachers. Others chat and giggle and seem more attuned to getting reactions from their peers than accomplishing a task. A few students missed yesterday’s class, so they’re not yet ready to share. Lisa anticipates that at least one student won’t want to hear that they have anything to correct, and probably a couple will have had enough of this project and just want to get it over with.

Get Out the Compass: What Should They Do Next? With all this running through her head, Lisa has a list of questions to figure out as she prepares for the class’s arrival and this sharing process among peers. Her questions align with a few big topics: classroom management, student-to-student interaction and learning, and professional collaboration. Here’s what she’s wondering. 1. Forming student dyads: How should the pairs be formed? Let students choose their partners? Create the pairs ahead of time? And if that’s the plan, what’s the strategy—match up students with similar reading levels, pair kids with varying strengths, or maybe try and line up groups based on students’ work so far? Or is it better to go with a more random assignment? 2. Explaining expectations: Is it worth the time and potential unexpected conflict to have two students model the peer feedback at the start of class? Or maybe participate in a demonstration between the librarian and teacher? The librarian and a student? 3. Anticipating problems: What if there’s a mismatch in interest, accountability, or taking the task seriously, and things go sideways? 4. Closing the lesson: Will there be time for some kind of wrap-up or debriefing? Some “feedback on the feedback” would be helpful, but is that just too much for the students as well as for science teacher Bernita?

Questions for Reflection and Conversation 1. Lisa’s positive take on peer feedback is about giving students a chance to demonstrate their knowledge and learn from one another. What are other motivations for fostering peer feedback skills?

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2. What advice and solutions would you offer school librarian Lisa as she sorts out how the students will be exchanging peer feedback? 3. As you read and think about Lisa’s planning process, what questions or considerations might she be overlooking? For example, what role should classroom teacher Bernita take on in the planning and facilitating of peer sharing? 4. What are your experiences in planning student peer feedback or selfreflection? Who were the students and collaborators (if there were collaborators)? What problems did you try to solve, and how did you go about addressing them? How did it go, and what might you change for next time?

Additional Resources Abilock, Debbie. “Adding Friction. How Do I Peer Review My Partner’s Source List?” School Library Connection. (February 2017). http://schoollibraryconnection .com/Content/Article/2061179. In this column, Debbie Abilock offers steps for guiding students through a very specific context for peer review: reading and offering feedback on a source list for a research process. This scenario may fit the bill for a librarian looking for ways to get students exchanging feedback, with useful example questions, such as “Do the sources match the purpose?,” and a three-question self-assessment tool for students to rate their skills in different aspects of giving peer feedback. Gardner, Mark. “Teaching Students to Give Peer Feedback.” Edutopia. (October 8, 2019). https://www.edutopia.org/article/teaching-students-give-peer-feedback. In a brief but highly useful blog post, a ninth-grade teacher explains three tenets of quality peer feedback experiences: defining what helpful feedback looks like using the acronym SPARK (specific, prescriptive, actionable, referenced, and kind), practicing giving feedback and evaluating examples of feedback, and providing opportunities for formative and self-assessment on giving another student feedback. Kim, Soo Hyon. “Preparing English Learners for Effective Peer Review in the Writers’ Workshop.” Reading Teacher 68, no. 8 (May 2015): 599–603. doi:10.1002 /trtr.1358. From low English proficiency to culturally shaped preferences for teachers’ feedback over that of peers, there are many potential challenges for English language learners in participating in peer review exercises. The author draws on experience as a teacher of English Language Learners teacher to suggest a threepart training series for peer review within writer’s workshops: before, during, and after a peer review segment of a writer’s workshop. Although the setting isn’t the school library, the guidance, prompts, and strategies are useful for librarians to employ in facilitating peer review in library learning activities. Tutt, Paige. “Teaching Kids to Give and Receive Quality Peer Feedback.” Edutopia. (October 8, 2021). https://www.edutopia.org/article/teaching-kids-give-and -receive-quality-peer-feedback. Making peer feedback a regular part of classroom culture allows students to construct and receive meaningful information about their work, which is

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particularly valuable when the product is a creative effort intended for peer audiences, such as fiction writing or a podcast. Six recommendations are offered to help scaffold peer feedback processes. Of interest to school librarians seeking to integrate peer feedback into research and inquiry are the examples of templates, prompts, and choice boards for making peer feedback less daunting and more focused.

1.5 RECRUITING A NEW TEAM OF LIBRARY VOLUNTEERS Context A new middle school librarian is interested in building a team of student volunteers in the library.

The Story Joy Allen is a new school librarian at Park Heights, a grades five through eight middle school. She’s not new to teaching, having taught kindergarten for five years, but she is new to middle school and to school librarianship. Luckily, she’s not completely unfamiliar with the age group, having done some student teaching in secondary and volunteering as a swim team assistant coach for many years. But Joy is a little anxious around the students during their first curious visits to meet the new librarian and browse the library. When she talks to the students during fifth-grade orientation and student visits, she feels like she is performing in a play, not yet finding her natural “teacher self” or the friendly and confident presence she observes in her middle school teacher colleagues. She hopes the nerves will ease and the demeanor will work itself out with more practice and opportunities to talk to students. After all, her priority is to put into action all she has learned in her library degree program. Energizing collaboration, meaningful inquiry, careful and informed collection development—she wants to do it all, and she intends to start by centering student voice and participation in the school library. Joy has read stacks of ideas and compelling reasons for getting students involved in shaping a library space and services. Something she has always wanted to do is build a thriving group of student volunteers in the library. She talked about the value of such an initiative in her job interview, and her eagerness was met with interested questions and approval from the interviewing committee. With that memory fresh in her mind as the first professional days of the school year get underway, she assumes that she is expected to start a program right away. Joy came into her job with a range of creative ideas and ambitious goals for students’ involvement in the library, from a collection development

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advisory board to book club leaders on topics like activism and social justice. And she’s curious to listen to and learn about the students’ interests and hopes for their library, especially because she’s picked up that her predecessor kept a tight ship. She’s been finding and taking down little signs all over the library with rules about this and that, and her new colleagues keep asking if students are going to be able to use the library by October. But as she prepares for the first week of school, trying to picture managing the huge space and vast collection all on her own, she realizes that the priority might be day-to-day hands on deck—emptying the returns bin, checking in books, reshelving, filling teacher requests, and keeping things in some semblance of order throughout the bustling middle school day. So with her more noble goals for student participation on the back burner, Joy posts signs and writes morning announcements seeking student library helpers. She plans for an information session and starts making a list of agenda items: library orientation and training, students’ availability, and priority tasks in the library. As the first week of book borrowing turns into the first days of returns and reshelving, and Joy is still scanning in books as the last cars leave the parking lot in the afternoons, she is glad that help will be coming soon. When she finds fifty names on the sign-up for the information session, she is surprised but excited—and even more students show up on for the meeting on Friday morning during homeroom. Following a noisy but promising information session, Joy plans for a week of brief volunteer trainings in grade-level groups of about ten to fifteen students per session. She’ll concentrate on the big things: how to use the scanner to check in books, basic principles of reshelving, and a few housekeeping jobs. She wants to instill pride and leadership, explain how to represent the library while on duty, and maybe talk about privacy of fellow students—but the ship is sailing, and those things may just have to come later, in favor of the basic how-tos. Interspersed with the trainings are the helpers’ first shifts; she draws up a calendar rotation with students coming in groups of three and four during homeroom, PM bus dismissal, and their morning tutorial times—the designated grade-level periods for activities like band, chorus, independent library visits, homework, and tutoring. With the morning as the students’ only available “free time,” she doesn’t have any helpers in the afternoons. But Joy hasn’t even taught any library classes yet, so this schedule may be enough to manage—and keep things moving— for now. The early days of the helper routine are a whirlwind. Joy is still figuring out the library herself after all, and often the helpers or even the students visiting the library know more than she does about where books are or how things work. Managing the helpers brings up situations Joy hadn’t considered, like establishing boundaries around her desk, deciding whether students should be in the small library office, and figuring out a suitable noise level when the helpers are volunteering for their shifts. She pictured the

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helping crew as capable, mature middle schoolers, earnest and eager to maintain order amid a buzzing space. And though some students work with efficiency and calm, always asking what they can do next to help, others are eager in ways she hadn’t anticipated: keen to get out of class, to brandish the scanner and hold court behind the circulation desk, and to conduct whispered, gossipy conferences in the stacks. And as Joy pieces together with some disappointment and embarrassment, there are a few eighth graders who signed up just for laughs, to see how long they might get away with something under the nose of a new teacher. Now in the third week of school, Joy knows she needs to right the ship with this volunteer program. She needs the help, and she is enjoying getting to know the students, especially a core group that seems to be emerging as the leaders. Joy must find a way to support and recognize the students who really want to volunteer and keep teaching them about the library, deal with the few who see the volunteer team as a joke, and get back to her ideas for expanded student participation in other ways.

Get Out the Compass: What Should They Do Next? Joy feels duped and silly at the realization that these few students pulled such a trick as signing up to help as a gag, and she is upset that her genuine effort to welcome students into the library went astray. She is embarrassed to tell anyone about it, but she also guesses that some understanding colleagues might be able to steer her in a better direction. Here are some of her deliberations. 1. Seeking guidance: Would some help from the teachers or the principal have prevented the silliness? Whom should she turn to now, and what questions should she ask? 2. Reflecting on getting bamboozled: How big a deal she should make of this with the students who never really wanted to help? Is some sort of intervention appropriate, or a disciplinary action? If she speaks to them, what should she say? 3. Moving forward: How should she proceed with her efforts to recruit, train, and manage volunteers? And what are other ways to get back into her priorities of centering student voice in the library?

Questions for Reflection and Conversation 1. What are some potential goals of involving students in the school library? Consider standards, learning outcomes, or other skill development for learners, as well as standards and goals for the library. 2. What are strategies and activities that would help attain the outcomes for learners and the library program? What support would be helpful? You might think about people, schedule or other logistics, and resources.

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3. Although the opportunities to involve learners in the library are widely varied and rich in learning, Joy’s volunteer program may be viewed by teachers as simply kids helping the library. How might Joy articulate and promote to the school community what she sees as a valuable component of a learnercentered environment? 4. Joy focused her first student volunteer training on tasks requiring immediate “hands on deck.” How might she plan future sessions such that the learners might think, create, share, and grow in their participation in the library?

Additional Resources Boland, Becca. Making the Most of Teen Library Volunteers: Energizing and Engaging Community. Libraries Unlimited, 2020. Part of the Professional Guides for Young Adult Librarians series, this book by the 2016 recipient of the Illinois Library Association’s Young Adult Librarian of the Year offers detailed, practical strategies for organizing teen volunteers in libraries of different settings, including schools. Although this text has a public library bent, there are ready-to-use ideas for connecting teens with younger learners, satisfying service hours, and more in the “Make It Work” sections sprinkled throughout the book. Gardner, Laura. “How to Run a Library Volunteer Program That Students Love.” School Library Journal. (May 22, 2015). https://www.slj.com/story/how-to -run-a-library-volunteer-program-that-students-love. Middle school librarian Laura Gardner outlines her school library’s seventhand eighth-grade volunteer program, for which students complete an application to express interest in joining. She keeps an ongoing list of projects, makes an effort to show appreciation to helpers, and seeks out opportunities to match students’ talents with tasks in the library, such as book displays. Kowalski, Sue. “Raising the Bar: Engaging Staff and Students in a Culture of Participation.” Knowledge Quest 41, no. 1 (September 2012): 28–36. Although this article begins with a discussion of engagement by school staff in the school library, the second half of the piece examines how to provide opportunities for students to feel like they belong in the school library and have something to contribute. Specific strategies include fostering initiative in students’ experiences in finding materials and using the library through effective organization and resources and inviting students to be part of the library planning team, which offers volunteer time and student perspectives on decision-making. Kowalski, Susan. “Student Voice in the Library.” School Library Connection. (December 2017). http://schoollibraryconnection.com/Home/Display/2078600. This eight-part workshop features school librarian Sue Kowalski’s expert advice on centering the voices of students in the school library. Key principles of her philosophy are “ownership, relationship-building, authentic recognition, celebration, and shared problem solving.” If you are interested in documenting your viewing, you can take a professional development quiz on completion. Techman, Melissa. “Beyond Junior Shelvers: Involving Students in Creative Library Work.” School Library Connection. (February 2016): 43–44. http://school libraryconnection.com/Home/Display/1999050.

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This article is a landmark one in my book for suggestions for elevating students’ participation in the school library. Written by a librarian with K–12 library experience, this article exudes a feeling of welcoming, flexibility, and creativity in how students engage with learning in the library. From clubs and studentmade signage, to weighing in on creative ways to show research, students’ voices are honored in Techman’s vision for the school library.

1.6 WALKING OUT WITH HELP FROM THE LIBRARY Context High schoolers stage a walkout to protest a local issue, equipped with research they conducted and signs they made using school library resources.

The Story Ms. Anita Robertson sighs and clicks off the local news on the library TV as the bell sounds for the end of homeroom. The ninth and tenth graders who were finishing up homework and chatting at the charging stations gather up their things to leave, and she takes one more look at the materials set up for first period. Eleventh-grade history classes will be coming in today with their teacher during periods 1, 4, and 6 to continue researching precedent in Supreme Court decisions. Ms. Robertson set up a small cart of books and posted a list of suggested resources on the whiteboard, along with reminders to “Cite your source!” and to consider, “How does this source help answer your question?” Ms. Robertson is known in the school for high expectations for student research and inquiry. Over her years as school librarian, citing the importance of college and career readiness, AP test prep, and attainment of academic standards, she has persuaded the school administration to increase the library budget for subscription databases. She knows off the top of her head which resources align with which curriculum and standards. She wants the teachers to leverage the rich resources provided by the library and pores over usage statistics to understand what they’re using and what to promote. Ms. Robertson challenges teachers to create assignments that push students to construct novel queries. When it comes to students, Ms. Robertson encourages her learners to pursue questions and ideas that are striking or captivating, whether that means asking new questions about the authenticity of a famous artwork or uncovering a counternarrative to traditionally accepted historical accounts. Students know better than to quit after a few hits from a search engine when Ms. Robertson is involved in a project and that she’s going to expect them to explain the relevance of evidence they’ve cited in papers and projects.

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Even when she isn’t grading their work or coteaching their class, many students heed her guidance to be intentional and critical when searching for information. And as the events of the last few days have shown, it seems that upholding rigor has shaped smart users of information, with students ready not just for class assignments but newsworthy action. Earlier this week, angered by the school administration’s response to a situation involving sexual assault of a female student, a group of thirty students staged a walkout. They posted their intentions to social media and tagged the local news stations, who sent reporters to cover the walkout and speak to the kids. Students color-coordinated their attire and walked out of the main doors of the school to the grass area facing the road, carrying signs and wearing buttons and stickers with a memorable hashtag. A few students spoke on camera, and even in the brief snippets aired on the news and posted on the channel’s website, the students spoke with clarity and conviction, demonstrating knowledge of policy and students’ rights, and even offering specific mentions of other districts where students held similar protests. And when asked how they found the time and materials to prepare for the fifteenminute walkout, they proudly replied that they learned how to do effective research from their school librarian and that they created all the materials for the walk in the school library. Although Ms. Robertson didn’t suggest the walkout or help directly, she knew what the group was planning and supervised the students during their time in the library. She was aware they were using paper and makerspace equipment to make their signs and buttons, and she recommended news sources when they asked. She neither praised nor constrained their efforts with any public display of interest, warning, or encouragement, but inside, her librarian heart was full of pride for the way these students were taking reasonable, timely action in support of injustice experienced by a peer. Over the years, she hasn’t shied away from voicing her expertise in matters involving ethical use of information or principles of access. She pushed for teacher coverage to ensure the library doors would be open forty minutes before and after school, and the circulating devices and hot spots were all her idea. She recommended copyright-free images when the district’s athletics website was full of copied/pasted visuals used without permission. She guided the principal and PTO to buy a license for showing occasional movies at school, and she stopped the tenth-grade class effort to sell video recordings of a talent show chockful of copyrighted music. In these and other occasions, the biggest reaction she’s ever observed from school leaders has perhaps been surprise at something they didn’t know—never any sort of negative feedback or consequence. But now Ms. Robertson is treading unfamiliar waters. Unhappy with the publicity over a matter the district was hoping to keep under wraps, the same central office administrators and school board members who have been so supportive of the library now want to meet with her to discuss the library’s role in the situation. According to the assistant principal, a close

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professional friend, there is even talk of introducing permission forms to use the makerspace materials, requiring students to provide proof of a class assignment to access the space and supplies. This is a suggestion that upsets Ms. Robertson deeply, because the makerspace has been a small but lively part of the library for a few years now. In a corner of the library, students use a sewing machine, die cutter, 3D printer, recycled bits and bobs, and craft supplies to make greeting cards, locker posters, spirit gear, dog toys, replacement game pieces, and more—and not every product is tied to specific homework or projects. Yet in Ms. Robertson’s eyes, all the work attains standards relating to problem-solving, discovering and building one’s skills, and tinkering through iterative design processes, not to mention building belonging and pride among the students. The space is one that they maintain mostly on their own, with occasional troubleshooting support from Ms. Robertson and requests for supplies or new equipment, like a recent ask for an upgraded set of tools for the cutting machine. Requiring permission slips would mean that a student couldn’t just come in, sit down, and create.

Get Out the Compass: What Should They Do Next? Ms. Robertson wants no part of change to the unburdened student access to the library makerspace, but she also wants to salvage and redeem the administrators’ positive view of the school library. The library budget has been fairly steady, but all budgets are getting scrutiny these days and it seems no line item is guaranteed. She wants to see the library program flourish and evolve. Adequate funding and the teacher coverage for supervision during the extended day and during library instruction together allow her to keep the library’s offerings relevant and make teacher collaboration manageable. As the first class of the day enters the library and a few students head straight to the makerspace, these are the considerations on Ms. Robertson’s mind. 1. What should she anticipate will be the administrator’s precise concerns? And what possible solutions might they put on the table? 2. How will she respond to their concerns? What guiding principles and learning goals will she rely on? 3. Is she willing to consider any limitations on students’ use of this space— scheduling ahead, perhaps, or a teacher’s approval of requests for materials? 4. How should Ms. Robertson prepare to engage with students following the attention over the walkout? What might she say if they ask her if she has seen the news or heard school community members talking about it?

Questions for Reflection and Conversation 1. Ms. Robertson has a deep knowledge of library policies, guidelines, and principles about students’ access to library spaces and materials—but her

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THE SCHOOL LIBRARIAN’S COMPASS administrators do not. What are some strategies for communicating this information to school leaders? What aspects of this big picture should she emphasize? Some possibilities include students’ rights and intellectual freedom, information literacy and skill development, roles of the library, and dispositions of growth and critical thinking.

2. Anticipating that the students’ free access to the makerspace may be questioned in this scenario, what evidence might be gathered and/or applied to demonstrate its value to student learning and the curriculum? 3. What other aspects of access to the library might now come into question? What policies, examples, and guidelines might refresh Ms. Robertson’s readiness to stand up for students using the library books, materials, and equipment? And how might she prepare to infuse her librarian’s standards with examples that will resonate with the administrators?

Additional Resources Adams, Helen R., and Christine Eldred. “Intellectual Freedom: Leadership to Preserve Minors’ Rights in School Library Programs.” In Sharon Coatney and Violet H. Harada, Eds. The Many Faces of School Librarianship. 2nd ed. Libraries Unlimited, 2017: 53–85. If the story-based approach to this book is your cup of tea, then this chapter might just be as well! Concise discussions of principles and guidelines are accompanied by six “Intellectual Freedom in Action Scenarios”: putting the selection policy to use, responding to an oral complaint and (separately) a formal challenge, working to improve filtering of online information, respecting students’ privacy in communicating notice of overdue books, and advocacy in the school community. Three checklists offer librarians specific look-fors to assess their actions to date and their understanding of issues related to intellectual freedom. Dawkins, April M., Ed. Intellectual Freedom Issues in School Libraries. Libraries Unlimited, 2021. A listing of up-to-date resources on intellectual freedom in school libraries wouldn’t be complete without this edited volume of articles from School Library Connection, curated and updated by Dr. April Dawkins. Topics cover principles of students’ rights to access information and advocating for it, developing and implementing policies and procedures, students’ privacy, diversity and inclusion, and filtering. Nye, Valerie, Ed. Intellectual Freedom: Stories from a Shifting Landscape. ALA Editions, 2020. Offering a different take on the case study format, this book presents real-life (not fictitious) situations involving libraries and librarians of many types in tests to free and equitable access to information. Several chapters address concerns with library services for young people, including drag queen storytime, teen readership, transgender children’s books, and American Indian children’s literature. Seroff, Jole. “Developing a Curriculum in Intellectual Freedom.” Knowledge Quest 44, no. 1 (September 2015): 20–24.

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School librarian Jole Seroff examines the teaching and learning side of intellectual freedom. Seroff shares the framing of Barbara Stripling’s article (shown below) in asserting that shaping a school-wide culture that centers principles of intellectual freedom is most powerful and effective. Among the understandings and principles important for students to gain are trust in accessing information, freedom to read, consistent and informed attribution of source, and privacy and responsibility in digital spaces. Stripling, Barbara K. “Creating a Culture of Intellectual Freedom through Leadership and Advocacy.” Knowledge Quest 44, no. 1 (September 2015): 14–19. Barbara Stripling argues that school librarians should strive to be leaders and advocates in creating a culture of intellectual freedom in their schools. School librarians can contribute to this culture by leveraging and understanding their position and those of others in terms of influence in the school community, a set of relationships illustrated by an example map. Four areas of this culture are examined: connections, policy, access, and student empowerment through inquiry and independent reading.

2 Instruction and Assessment “She’s here! The library teacher is here!” I always used to smile when the first graders would stage-whisper this excited welcome as I appeared in their classroom doorway for our weekly library class. In a funny turn of scheduling events, for a couple years when I was middle school librarian, I became an elementary “library teacher” once in every six-day rotation, at our district’s K–2 school down the road. Because of the same quirky schedule, lessons were taught in the first-grade classroom, with book borrowing happening in the library on a different day. I read stories, introduced mini-units on authors and illustrators, and taught beginning information literacy skills—with a good dose of art making, singing, and drama mixed in, tapping into my first-grade teacher roots. In an unexpected way, it felt like this arrangement solidified my role as a teacher, elevating me beyond a person known mostly for checking out books. But school librarians don’t require elaborate schedules (tricky as many may be) or previous turns as classroom teachers to claim “library teacher” as a favored title. Through teaching, school librarians bridge their expertise in information, literacies, and library resources with knowledge of curriculum and student learning. Not all school librarians “give grades” as part of their teaching—and yes, grading is a complex concept to unravel in itself—but they are using lots of assessment strategies to gather, view, and analyze evidence of student learning. Assessment informs instruction, motivates and shows learners how they are progressing, and demonstrates the impact of the school library for the school community. That assessment is part and parcel of teaching should be a given, though the librarian’s role in assessment isn’t necessarily understood by fellow teachers or school administrators. Maybe that’s because of the “specialist” designation, made more complicated when teaching and assessment take on such varied and numerous forms in the school library, even in the span of one day. As coteacher or instructional partner, coach, facilitator, and

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more—and across subject areas—school librarians guide students’ experiences through inquiry processes, reading and literacy skills and development, and growth as navigators, users, and creators of digital content. In this chapter, we’ll explore examples of how school librarians plan and implement teaching and assessment and how they reflect on this work.

IN THIS CHAPTER The Path Taken: Stories with a Conclusion 2.1 Using Evidence to Evaluate Practice 2.2 Introducing Fresh Expectations in the School Library 2.3 Detecting Bias with Eighth Graders Get Out the Compass: Open-Ended Stories 2.4 Codesigning Assessments with a Middle School Teaching Team 2.5 Teaching a New Digital Citizenship Curriculum 2.6 Facilitating Group Discussions

2.1 USING EVIDENCE TO EVALUATE PRACTICE Context A high school librarian reviews artifacts from a recent student research project to reflect on and strengthen the effectiveness of the instruction.

The Story Joe Kane is a high school librarian in a building serving 810 students in grades nine through twelve. He is an experienced librarian and teacher, with eight years in the library and five in English language arts (ELA) classrooms. He also advises the literary magazine and newspaper at the high school. Joe’s strengths in planning and facilitating student research projects usually line up with his teaching background—that is, he prefers library projects centered on more traditional, written formats of research, like essays and papers. He enjoys guiding students through research processes of seeking and evaluating sources, note-taking, and the like. Joe is working to integrate more digital and creative options for learners in terms of search, curation, and demonstration of learning.

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Joe’s library department supervisor is Ann Rowe, who supervises the district’s ten librarians as well as the staff of eighteen instructional technology specialists (ITS). Prior to earning her supervisor’s certificate and current role in administration, Ann herself was a business teacher turned computer teacher. She works closely with the district’s technology director to ensure that the planning and management of library programs take into account students’ unencumbered access to devices and the internet, availability of streaming video and ebooks, and access to updated reference databases, among other tools. Ann believes strongly in the importance of college and career readiness skills, including agility in digital environments. The librarians and ITS consider her a bit obsessed with standards, and she is always pointing them to various crosswalks, looking for standards in their lesson plans, and highlighting for administrators the ways in which technologyinfused learning addresses content-area standards. For their annual evaluation processes this year, Ann required the librarians to select individual areas of professional growth related to instruction. Working from professional standards from the American Association of School Librarians (AASL) and the International Society for Technology in Education (ISTE), she developed a menu of example options for the growth areas, such as collaboration with teachers, assessment of student learning, and strategies for teaching reading within research and information literacy. On her suggestion, Joe elected to work on integrating more technology into his instruction. During an end-of-year workshop last year, the librarians set specific goals, action steps, and measures of progress. They planned their activities according to professional and academic standards for inquiry and educational technology, as well as content-area standards for the district. Ann has planned two formative assessment meetings with the librarians during the course of the year to check in on their goals, one in the fall and a second partway through the spring semester. Then a summative assessment will be incorporated into the overall annual evaluation of the librarians, a process that Ann leads in partnership with the building principals. Each of the librarians drafted a schedule of benchmarks, including ideas for forms of evidence to collect as documentation of their efforts. Joe will be monitoring student learning outcomes and learner engagement with digital resources and tools. It is eight weeks into the school year, and Joe is preparing for the first of his formative assessment meetings with Ann. For the required evidence of student learning, he is reluctantly planning to use sample projects from a recent eleventh-grade American history class assignment in which students created and filmed short newscasts on events preceding U.S. involvement in international conflicts in the first half of the twentieth century. Joe and history teacher Eli Fuller collaborated to design the project. Eli assigns a library research project every year on this topic, usually in the form of an essay. It was librarian Joe’s idea to try the newscast approach, in

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the hopes that introducing video might count toward his efforts to integrate more tech into his teaching. The project went like this: Students used their history textbook and a list of suggested topics provided by Eli to identify an event to study. Working in small groups, they consulted reference databases and chapters from their history textbook to find relevant articles, maps, and timelines. Joe presented group minilessons on database searching, note-taking, and evaluating articles for relevance, in addition to one-on-one coaching. From their research, the students put together short scripts for their newscasts, which a representative from each group recorded using a video app. Students added captions and visuals to their videos and posted final versions in a class grid. The class ran out of library time before they could have a showing of the videos, but Eli had the students watch in class later. Joe and Eli had an established routine for assessing the previous essay version of the assignment. Eli taught the classroom units on the various events, and students spent a day outlining individual essay ideas before their research time in the library. Joe reviewed drafts of the students’ thesis statements; then, on their first day of essay research in the library, Joe would share short conversations with the students before releasing them to find sources. This served as a helpful checkpoint for affirming their understanding of an inquiry question and offering guidance or redirection on the sources they planned to look for. Later, when students submitted their completed essays, Joe reviewed the sources according to a checklist, which provided students feedback on their citations and also helped him to see what library materials were being used. This time around, Joe and Eli needed to figure out a new arrangement to provide students feedback, along with some other changes in activities, starting with the organization of the project from the beginning. Because the classes would be watching the videos together, Eli created a list from which students would select their project topics. He also set a limit of two groups per topic, to avoid having groups get bored watching too many versions of the same story. This didn’t matter as much with individual essays, because only Eli and Joe read them. Without a thesis or research question to review, students started right in on their library research, without the conference stage with Joe. Joe still presented library instruction on database search strategies, finding relevant information with a source, and taking helpful notes. He also devoted a half day of the three planned library days to demonstrating features of the video app and integrating visuals into their recordings. At the end of the project, students submitted scripts and citations to Joe and Eli, which they used along with the recorded videos to assess student learning. Joe used his existing checklist to review the references for use of varied sources and formats as well as correct use of the required style guide. Eli provided feedback and a final grade based on the content. Joe didn’t have

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a grading role in the videos, but he did browse them before getting together with Eli for a short follow-up on the project. In viewing the videos, Joe noticed pretty quickly that the newscast style took away much of the evidence and argument aspects of the previous version of the project, along with some of the rigor in the research process. True to the newsy style that students understood to be their task, they focused on concise reporting of events and accurate sequencing, including the use of some well-selected maps, charts, and timelines. But the reporting nature of the assignment didn’t allow for the nuance and rationale that the essays drew out. Although the students fulfilled the expectations given to them, and they seemed quite engaged in planning and making their videos, Joe is disappointed overall that his foray into a digital project seems to have taken him backward, not forward.

The Path Taken: What Did They Decide to Do? Without another recent project to point to, Joe has to use this video project for his first progress meeting with Ann. He takes all his concerns about the project’s effectiveness into his check-in meeting, assuming that the project overall was a fail. However, as he goes over the learning activities, comparing the project “before and after” the video version and pointing out potential improvements, Joe is surprised to hear that Ann actually sees positives in his observations and reflections. Among the strengths she notices are that he took a long-standing collaboration in a new direction, the students were engaged and curious, and the teachers were pushed to examine assessment in a new way. Now what she says he needs to do is find ways to introduce the rigor of the previous iteration into the video project. To push beyond the basic reporting, have students watch some in-depth reporting features, she suggests, including samples where the journalist seeks to prove an argument or present a new side of a well-known story. Then, when they are ready to shape their projects, Ann offers, challenge the learners to consider multiple perspectives, which requires more skills in analysis and critical thinking. As the conversation unfolds, Joe starts to unwind his discouraged outlook. Supervisor Ann also seems excited that video offers a new way for students to share peer feedback; with the essay, the teachers took on most of the assessment, including some work-in-progress stages. How might the students be given more responsibility and more to do than just watch each other’s finished videos?, she asks. Joe sees the opportunity right away: back when he was an English teacher, he incorporated peer feedback into writing workshops all the time. And that’s what they need here, he realizes, not just the sharing of work at the end but more thoughtful interaction throughout, beyond splitting up the work between team members. Students might share excerpts from scripts,

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workshop the language, and preview videos in the editing stage to make improvements. Joe and Eli could observe the feedback sessions, maybe bringing back the trusty checklist but maybe not, and they can have students keep a project log or journal. Gaining some momentum, Joe also mentions to Ann the possibility of introducing discussion protocols into the viewing of finished videos, for more focused practice on listening and responding to multiple perspectives. He’ll talk to Eli about this and see where his standards might line up with such an activity. Joe leaves the conference with a feeling of unanticipated excitement, rather than the letdown and frustration he expected. True, the project wasn’t an immediate success, but Joe has a list of ideas and questions to share with Eli, and he thinks he will be on board with the improvements—probably with more to contribute. With Ann’s guidance and patient attitude, and Joe’s confidence in Eli’s partnership, Joe has established a solid start in what seemed like an impossible task. He has made strides toward integrating digital tools to strengthen and diversify student learning outcomes, with options for more varied forms of evidence to boot.

Questions for Reflection and Conversation 1. Do you recognize a colleague, or perhaps aspects of your own professional development, in school librarian Joe’s reluctant adoption of tech into a familiar subject area? What are some of the fears or obstacles that educators face in trying digital tools for student learning? 2. In this story, Ann provided patient and encouraging mentorship for Joe. How might their meeting have proceeded had she not emphasized the positives in Joe’s attempt at technology integration? How might you espouse her attitude in your interactions as a librarian working with colleagues less eager or ready to try something new in their teaching? 3. Joe exits the check-in meeting with Ann with new ideas for the history project, including the following: stages of peer feedback in the video development; self-assessment via logs or journals; an emphasis on in-depth analysis of historical events rather than summary-level reporting; and some possibilities for discussion protocol. What are your thoughts on these strategies? What other ideas do you have for strengthening the project? 4. Thinking about building and sustaining the collaborative relationship with history teacher Eli, what considerations should Joe keep in mind when he introduces these potential adjustments to Eli? You might think about communication strategies, Eli’s priorities and academic standards, and how Joe frames his interest in making some changes. 5. Considering that this history project won’t come around again until next year, what might Joe take from this experience into planning different inquiry projects? Keep in mind Joe’s yearlong goals of using more digital tools to help students attain learning outcomes and collecting varied forms of evidence of student learning.

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Additional Resources Geitgey, Gayle A., and Ann E. Tepe. “Can You Find the Evidence-Based Practice in Your School Library?” Library Media Connection, 25, no. 6 (March 2007). School Library Connection. http://schoollibraryconnection.com/Content /Article/2150012. In this article, two school librarians take the concepts of evidence-based practice “home” to their school libraries, tracking their three-phase process: getting to know the research about school libraries and learning; synthesizing this knowledge with the context for their schools in terms of student population, test scores, and learning standards in use; and last, collecting evidence within the school library. You’ll probably notice the reference to previous iterations of AASL’s school library standards, but the steps and reflections still hold up in offering a model to follow in getting started or refreshing your understanding of EBP. Moreillon, Judi. “Collecting and Documenting Evidence of Best Practice.” School Library Monthly 31, no. 2 (November 2014). School Library Connection. http://schoollibraryconnection.com/Content/Article/1967172. What exactly do all these forms of evidence look like? What should school librarians be collecting? Judi Moreillon offers examples of the types of research school librarians might consult for background knowledge (evidence for practice), how to consider achievement data as evidence in practice, and examples of actions taken (such as coteaching) for use in analysis of evidence of practice. Subramaniam, Mega. “New Territory for School Library Research: Let the Data Speak.” Knowledge Quest 43, no. 3 (January 1, 2015): 16–19. Owing to various factors such as STEM (science, technology, engineering, and mathematics) teachers’ beliefs that school librarians lack content knowledge in their areas (as identified through research on school librarians and STEM subjects), school librarians tend to spend less time in activities pertaining to STEM. Researcher Mega Subramaniam argues that librarians must be changemakers in these perceptions and realities, working to stretch the boundaries of their teaching and the evidence of their teaching in STEM areas. Examples of librarians’ expertise in skills vital to STEM learning are self-assessment strategies and visual literacy skills for analyzing data. Todd, Ross J. “Evidence-Based Practice and School Libraries.” Knowledge Quest 43, no. 3 (January/February 2015): 8–15. This article and the School Library Journal article also included in this chapter’s resources are required reading on the topic of evidence-based practice in school libraries. Of note in this publication are the quick-reference chart for the three types of evidence (that is, for practice, in practice, and of practice) and the call to draw on evidence for advocacy efforts, including the potential for evidence to help make the case for the impactful, transformational work of school librarians. The much-revered, transformative, and inspirational educator Dr. Ross Todd died in 2022. Todd, Ross J. “The Evidence-Based Manifesto for School Librarians.” School Library Journal. (April 1, 2008). http://www.schoollibraryjournal.com/article /CA6545434.html. Together with the Knowledge Quest piece also listed here, these two articles from Professor Ross J. Todd (1951–2022) constitute the core of

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THE SCHOOL LIBRARIAN’S COMPASS practitioner-focused, hallmark publications around evidence-based practice. I, and many of my school library educator colleagues, point school library candidates to this article in the course of their preparation for the profession in part because of the questions posed for reflection and rationale for this work, including this one—as relevant today as in 2008 when the article was published: “Why do school libraries matter today, particularly in the context of an educational world that increasingly relies on diverse, complex, and often conflicting sources of digital information?”

2.2 INTRODUCING FRESH EXPECTATIONS IN THE SCHOOL LIBRARY Context An elementary school librarian is confronted by a classroom teacher about the librarian’s style of teaching and management of the students’ behavior in the library.

The Story It’s midway through the school year at Beechwood Lake Lower School, an independent elementary school on a PK–12 (prekindergarten through twelfth-grade) campus. Librarian Sam Silva is fairly new to school libraries, having worked as a long-term substitute for one year while finishing their MLIS. Although this is their first professional job in a school, Sam volunteered in a public library while in graduate school and worked for a few years in AmericaCorps with ten-, eleven-, and twelve-year-olds in an afterschool program. Sam’s predecessor in the library recently retired after thirty years, most of which were in the Lower School. The library is a small but sunny space on the second floor of the building, in a wing shared with the art room, a teacher/clerical workspace, and storage for classroom teachers. Sam was curious about the placement of the library during the school tour segment of the job interview and has grown to love it, especially with the lively atmosphere they like to have in the library. Most of the “resource teachers,” as the art, music, physical education, and world languages teachers are called at Beechwood Lake, march to their own beats in their teaching, and Sam is no exception. In their job interview, Sam emphasized the importance of granting choice in activities and reading formats, encouraging creativity in learning, and fostering personal growth and reflection among students. That philosophy comes to life in the library, a bustling space that can hardly contain the activities students get into, with projects and children tending to spill out into the hall. With just one other

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classroom in this wing led by an art teacher who also sends students out and about in the building and outdoors, it works for Sam and motivates their teaching style—though not all the teachers have warmed to the new scene in the school library. Sam often plays music while students are browsing for books and keeps a “rummage table” of recently returned materials that students can check out. A messy craft and makerspace is managed by a team of six fourth graders, and right now a collection of plastic grocery bags is overflowing onto the floor beneath a sign that reads “help us make plarn mats for puppies!” Students’ artwork and book recommendations are taped all over the shelves, along with scannable codes that link to student-created book talks and music videos about books and authors. With some start-up funds allocated to Sam to update the library furniture, the old sturdy tables were replaced by tables of varying heights and shapes on movable casters, and there are several options for active seating. New, brightly colored beanbag chairs and floor recliners are scattered throughout the room. Hanging plants line the windows, and a fish tank sits atop what used to be the circulation desk, a stately curved counter now serving as a book drop and art supply shelf. Mirrored tiles are stuck onto the front face, with signs that read, “Mx. S’s favorite learners.” The library in this PK–4 building follows a fixed schedule of classes with little time for purposeful teacher collaboration, though Sam does try to coordinate skills and themes with the classroom teachers when possible. Some recent examples were having students in second grade code robots to follow characters’ paths in fairy tales and creating travel journals about national parks with fourth graders. Sam hasn’t gotten to know the firstgrade teachers much yet, and today, as they greet a first-grade teacher and class of silent children in a line at the library door, they reflect on the possibility that this very well might be because of some noticeable differences in beliefs about classroom management and how a school library should function. The teacher arriving for second block is Phyllis Lewis, a longtime firstgrade teacher and one of five members of the Lower School’s administrative team, consisting of four teachers and the school counselor, working under the Head of School to lead on a set of school-wide concerns, including family and transportation communications, the building master schedule, faculty matters, health and safety, and liaison to the community and fundraising offices, which is Phyllis’s role. When Sam walked over to welcome the class, Phyllis was studying the display outside the library door. For years, the previous librarian had set up a neatly organized “author of the month” bulletin board there, with authors suggested by the classroom teachers, among whom Phyllis was a frequent contributor. Now the theme changes every Friday, with different students taking charge of the space to showcase everything from a feature on the

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local semipro soccer team to tips on the latest video games. Today’s display is about making homemade slime, with a card table of mismatched plastic containers and labels like “try crunchy slime” and “it’s glitter magic!” set up by the third graders who made the display. As the first graders take notice of the slime table, the order in their quiet line starts to unravel. Phyllis turns to Sam expectantly. Sensing that Phyllis might like a word, Sam invites the first graders to find a space on the library floor where they can practice being a cat and a cow to get ready for today’s story about yoga animals. The children excitedly race into the library, mooing and meowing as they stretch out all over the floor. “I wanted to speak to you about the upcoming Veterans in Our Community event,” Phyllis begins. “Have you been made aware of this yet? It’s a cherished annual event. The oral history recitation and slide show segment always take place in the school library. There are photos from last year in my office. A U.S. senator alumna was honored, and the local news covered it.” Sam nods and starts to say that they went to an independent school as a child and understand how the school community values their alumni, but Phyllis keeps talking. As Phyllis tells Sam more about the event and the people involved, the traditional role of each grade level, and how the resource teachers contribute in particular ways, Sam starts to guess where this is going. They turn away from Phyllis under the guise of checking on the class but really to catch a look at the clock. Phyllis is taking precious moments from the start of the short class, and now the planned yoga breathing session will have to be shortened or skipped altogether so that the first graders have adequate time to browse for books. Channeling today’s plans for yoga, Sam takes a belly breath and turns back to Phyllis, who confirms what Sam suspected might be behind this impromptu conference. “And wouldn’t this be the perfect opportunity,” Phyllis is saying brightly, “for you to straighten up this little library and check in on those behavior rules before the veterans visit!” As she says this, Phyllis pointedly gazes over Sam’s shoulder, where the children have added pony sounds to the cat and cow drama. Phyllis clears her throat and sets her chin, looking back at Sam. “I see, OK,” Sam replies while gathering their thoughts, noticing that there are small globs of slime by Phyllis’s feet. Sam is an open-minded person and though they wouldn’t consider themselves a pleaser, they do want to be welcoming of ideas and not just those of the students. Sam is also not an interrupter, but they do jump in as Phyllis starts to recount something about some of concerns from the administrative team about the library being full of commotion lately.

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The Path Taken: What Did They Decide to Do? “Yes, well,” Sam opens, focusing on the library class and not the veterans recognition day. “The students are always excited to visit the library. Today we’re rereading our picture book from last week, and they know that they are going to do something special during the story. I’d love to have you stay today and see what they’re so excited about!” Sam can tell that Phyllis is surprised to hear this invitation, and she even seems a little flustered as she straightens the stack of worksheets gathered in her arm. It’s not the tradition, as it were, for the classroom teachers to stay during resource classes. “That’s an interesting thought,” Phyllis replies, “though I’m afraid I’m booked today. But about the Veterans in Our Community. . . .” In the nick of time, a first grader gallops over to tug at Sam’s arm to tell them that Maya is using the bottom shelf for a stable but there is only room for one cow. “Oh, we have lots of stables in the library!” Sam tells the student. “Let me show you.” To Phyllis, Sam says, “Shall we talk more later? I’d better get to our read-aloud.” Relieved that they’ll have more time to think about how to respond to the comments about planning the veterans event and a little inspired by the luck of student’s interruption, Sam offers to host Phyllis during first-grade library class next week, when the class will be starting a service and caring project here, perhaps joining their Zoom with seniors for chair yoga and a storytelling performance. Phyllis gives another surprised look at this information, but she seems that she’s pulled herself together and replies, “I appreciate you asking. I’ll look at my calendar.” As Sam turns to join the first graders and get them focused for the story, they think about how to respond to all this. Sam thinks that some check-ins with the other resource teachers might be helpful. Maybe they could act something out or try a reader’s theater? Could there be a way to honor the traditions of this event but present the library and children in a way that feels more authentic to Sam?

Questions for Reflection and Conversation 1. Consider Sam’s response to Phyllis, including their tone and the message. Do you agree with the approach they took? What might you have done in this potentially uncomfortable circumstance? 2. If you had to guess at Sam’s philosophy of professional communication, what might be some strategies or beliefs they are following? What are some of your experiences or observations when it comes to collegiality at school? Are there differences in communicating with peers versus administrators?

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3. What are some options for school librarians to consider when dealing with unexpected interactions with teachers, whether low stakes or potentially more confrontational? You might think of book requests, schedule questions, and “observations,” which are sometimes complaints in thin disguise, depending on how they are phrased and proffered. 4. Would you describe the school library where you work as reflective of your teaching style? Does the library program represent the school’s culture in some way? How might school library spaces and activities integrate the librarian’s perspectives and priorities, students’ voices, and the culture and way of doing things at the school? 5. Some schools utilize “transition mentoring,” an opportunity for an educator who is leaving a role, particularly specialized work like librarianship, to introduce a new person to the expectations and procedures of the job. Are you familiar with this practice? If you are a librarian today, did you have any transition mentoring for your current position? What did you learn? 6. What are your experiences with developing professional relationships with educators known as leaders in your school or department, whether by title, reputation, or power dynamics? Or if you are new to librarianship, what questions or concerns in this domain come to mind?

Additional Resources Baaden, Bea. “Transition Mentoring in School Library Media Programs.” School Library Media Activities Monthly 25, no. 2 (October 2008). School Library Connection. http://schoollibraryconnection.com/Content/Article/2154041. Is there anything you wish you could ask your predecessor—perhaps tips on managing a stacked class schedule or processing book orders, a rundown on which teachers tend to seek out the library, or maybe insight on how reading challenges have been received? This practitioner-focused report on a 2006 research study suggests the practice of “transition mentoring,” wherein exiting professionals guide new hires on topics such as procedures, introductions to staff, and perspectives on school culture from the vantage point of the library. Ballard, Susan D., and Kristin Fontichiaro. “Leadership: Beyond the Memes.” School Library Connection. (February 2019). http://schoollibraryconnection.com /Content/Article/2145387. A school librarian’s content knowledge is only part of the picture of leadership; it’s an understanding of “power, authority, and school culture” that makes an impact. When a school librarian seeks to build mutually productive and positive relationships with other professionals in the building, a stance of asking, How can the library help solve problems? goes a lot further than trying to figure out how others might solve your problems or see things your way. Consider how a colleague or supervisor might interpret a notion familiar to you through a lens you hadn’t intended, such as an offer to collaborate being viewed as a critique of teaching ability. Barth, Roland S. “Improving Relationships within the Schoolhouse.” ASCD. (March 1, 2016). https://www.ascd.org/el/articles/improving-relationships-within-the -schoolhouse.

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Principal and former teacher Roland Barth observes that relationships among adults working in a school can range in status from “vigorously healthy to dangerously competitive.” He categorizes these relationships into four types: parallel play (working behind closed doors with similarly closed attitudes toward sharing or trusting others), adversarial relationships (viewing others’ “craft knowledge” with suspicion or disdain, or acting in a competitive nature), congenial relationships (empathetic and friendly), and collegial relationships (regularly and willingly sharing, connecting, and supporting fellow educators). Classroom observations among teachers and clear expectations for engagement are suggested strategies for strengthening congenial and collegial relationships. In reading several articles about school culture and community by Roland Barth, I learned that he passed away in 2021. Blodget, Alden. “When It Comes to School Culture, Words Aren’t Enough.” ASCD. (July 11, 2022). https://www.ascd.org/el/articles/when-it-comes-to-school -culture-words-arent-enough. Although this piece is written as a set of school-level recommendations for an audience of school leaders, there are helpful takeaways for librarians to consider. For example, how do policies and routines support, or perhaps go against, a stated mission or vision? How do people within the school—or school library—experience the culture? Are teachers’ voices heard, or not, and how does that dynamic affect one’s sense of value in the community? Edwards, Valerie. “Permission Granted: Energizing Your Professional Journey.” School Library Connection. (July 2022). http://schoollibraryconnection.com/ Content/Article/2285113. School librarian Valerie Edwards explores the autonomy that many school librarians enjoy (or could enjoy) as a function of the solo nature of the role. Edwards suggests working toward a system of prioritizing decisions and opportunities that tightly focus on student learning and contribute to your “wellbeing and personal satisfaction,” even if that means exercising the need for “planned abandonment” of less critical tasks. Regarding the allocation of time, we are reminded that “no is not forever; neither is yes,” a belief that allows you to take more control of your time and career path. Weisberg, Hilda K., and Ruth Toor. New on the Job: A School Librarian’s Guide to Success. 2nd ed. ALA Editions, 2015. You’ve got the job—now what? This second edition of a well-known and helpful text offers practical guidance on critical topics large and small, such as collaboration, communication, and library management, in short, digestible sections. If you’re looking for your first job or need a job search refresher, the guidance on resumes and interviews is a useful reference.

2.3 DETECTING BIAS WITH EIGHTH GRADERS Context A middle school librarian and science teacher are collaborating to guide eighth graders’ research and essay writing on student-selected, current

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topics in science, and along the way, they find that beliefs engendered by students’ families are complicating the instruction of the inquiry process.

The Story School librarian Frederica Gerhardt-Jones opens up a slide of images of litter, melted snow, and a collage of headlines as the first class of the day, Susana Lozada’s eighth-grade science class, starts to enter the library. She looks up and waves them over to the tables and seating around the library’s projector and screen. As students jostle to claim the few cozy chairs next to some lamps and end tables, science teacher Susana enters the library and nods to Frederica with a toast of her coffee cup. The library is an open and airy, recently renovated space in this large and affluent suburban school. With graduating classes of around eight hundred students district-wide, three middle schools feed into two high schools, a 9–10 building and an 11–12 building. With a rigorous year of ninth-grade research papers coming up, the eighth-grade teachers have been working to introduce more challenging projects involving text evidence and critical thinking. Librarian Frederica has been actively involved in their efforts, contributing lesson ideas around school library standards pertaining to finding and utilizing sources representing diverse perspectives, questioning the validity and accuracy of information, and analyzing quality of sources (AASL 2018). Today, Frederica and Susana are collaborating to guide students’ research and essay writing on current events and issues in environmental science. In their social studies geography unit and in Susana’s science class, students have been learning about humans and the environment. Today’s project draws heavily on science standards and learning competencies that align well with the library standards, including “distinguish[ing] among facts, reasoned judgment and speculation” and discussing whether evidence and scientific reasoning are used effectively to support or refute claims (National Science Teaching Association 2014). Twenty-two students are on Ms. Lozada’s roster for this class period, one of five eighth-grade science classes she teaches this year. She also teaches a semester-long science elective on engineering challenges and advises the Green Club, an extracurricular club dedicated to conservation and caring for the environment. Ms. Gerhardt-Jones has been the school librarian for three years, having passed the state certification test and moved over to the library after many years as the school’s business and computer teacher. In the research component of today’s lesson, students will collect information on contrasting opinions on an environmental issue, using some of their own searching and some sources preselected by the librarian and teacher, including reference databases and websites. Topics they will be investigating

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include invasive species, greenhouse gas emissions, warming of Arctic regions, space junk, hydraulic fracking, alternative energy sources, honeybee populations, and ecotourism. They will work to identify facts, bias in language, and triangulation of facts from multiple sources presenting similar perspectives and information. The learning product will be a five-paragraph essay format, following a format taught by the ELA teachers. The students will write an introduction that provides an overview of the topic, followed by two paragraphs, each presenting a particular viewpoint on the topic and evidence used to support that perspective; a paragraph comparing the reasoning behind the major perspectives and other competing or diverging viewpoints; and a conclusion paragraph of reflection and new questions. The ELA teachers contributed to the planning of the project and will help students shape the writing in their classes next week, including writing workshops. Today, librarian Frederica will be introducing resources and steps in the research process by modeling an example topic: litter left by climbers on Mount Everest. She’ll demonstrate a few news features, a website from an environment- and nature-focused news and education organization, and navigation of a student database that presents perspectives on major issues. Before she begins, science teacher Susana gives a quick refresher on the assignment, pointing to goals for today written on a whiteboard with the numeral 2 punctuating each line: identify two sources, highlight two reasons each source fits your topic, and record your two citations. With this class starting at 8:02 a.m., the first class of the day after homeroom, some students are attentive, chatty, and awake, while others have their heads down on tables or covered by sweatshirt hoods. As Susana turns over the class to Frederica, the class shows a bit of collective interest at a scene of tossed water bottles, scattered canisters, cardboard pieces, and a ripped yellow tent on a rocky terrain, with a snowy mountain looming behind. As Frederica clicks to a slide setting up the steps in the first task for this morning, one of the students calls out from the cluster of chairs at the side of the room that his dad says that trash on Mount Everest is a hoax developed by left-wing politicians and tree huggers to promote fake theories of global warming. “OK,” Frederica says, looking the student in the eye and trying to breathe through her nose in a subtle way. “That’s one example of a particular point of view on an environmental issue. Thank you for sharing, Nick.” She turns to the class and resumes her instructions. “So, keeping in mind that you will be selecting two sources today,” she starts, when the student jumps in again. “Yep,” Nick goes on. “The images are all doctored and the statistics are made up, my dad told me. That’s what they call fake . . . news.” He emphasizes the last two words with a point of his finger into the air.

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The Path Taken: What Did They Decide to Do? This second interjection captures the attention of the group. Some of the sleepier-looking students start to sit up in their seats, heads moving between the librarian and the student. Students at the tables are whispering and talking. Teacher Susana stands up from her seat in the back of the class and clears her throat. “Well,” Frederica begins. “‘Fake news’ is a term we hear a lot. How many of you have heard about fake news or misinformation?” Hands go up. Nick, the student who interrupted the lesson, looks around the class and nods several times, a grin on his face. “Part of our work today will be uncovering examples to show there are lots of opinions on key issues, and that doesn’t mean just two sides, either. With the story of Everest here, there are also beliefs that although trash and litter are a problem, some news organizations have exaggerated the details. Why would they do that? And how do they present their argument? That’s what we’ll be considering—but in order for you to begin, you need to know what we want you to do.” Looking at the student, she says, “Again, thank you for your contribution. Let’s avoid further interruptions so that we can move forward.” Frederica turns back to the instructions on her slide and says, “Everyone— eyes up here.” She looks around the class slowly as the class settles and then continues with the lesson.

Questions for Reflection and Conversation 1. Let’s begin with the response of school librarian Frederica to being interrupted by the eighth-grade student. What did she do and say? What was her intention? What was the outcome? 2. What other words or strategies might she have tried to address the student, keeping in mind the multiple issues at play: the interruption, the student’s tone, and the content of the student’s message. How might other messages or approaches have been useful in speaking to the student’s comment, or not? For example, what might have happened if Frederica disputed the student’s statement? 3. In this story, beliefs engendered by students’ families are entering the inquiry process. Is there a distinction in how an educator might respond when addressing a student’s beliefs versus the parent’s or caregiver’s beliefs? 4. In this story, the parent wasn’t present to speak to their beliefs. What kind of stance, support, or approach from Frederica and science teacher Susana might be required if the parent were there? 5. Have you ever been in a situation in the library or classroom when an issue pertaining to emotionally charged, controversial, or political topics were brought to you by a family or community member? What was the situation

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and how did you respond at the time? What might you do again or differently, looking back?

Works Cited American Association of School Librarians (AASL). National School Library Standards for Learners, School Librarians, and School Libraries. ALA, 2018. National Science Teaching Association. “Next Generation Science Standards: Science and Engineering Practices, Engaging in Argument from Evidence.” (2014). https://ngss.nsta.org/Practices.aspx?id=7&exampleID=385.

Additional Resources Boudreau, Emily. “You Want to Teach What? How Preservice Teachers Learn to Address Controversy and Prepare Students for Democracy.” Usable Knowledge. Harvard Graduate School of Education. (February 2, 2022). https://www.gse .harvard.edu/news/uk/22/02/you-want-teach-what. This interview with teacher education professor Judy Pace, author of Hard Questions: Learning to Teach Controversial Issues (Rowman & Littlefield, 2021) sets forth what “controversial issues” are—significant and open questions—noting a distinction from “controversial topics,” which some stakeholders argue should not be taught in school. Pace recommends strategies and best practices for teaching about controversial issues, including knowing students and the community, selecting appropriate discussion strategies and your role within an exercise, and leaving room for reflection and debriefing. Learning for Justice. “Critical Listening Guide.” Learning for Justice. (2022). https:// www.learningforjustice.org/classroom-resources/teaching-strategies/community -inquiry/critical-listening-guide. This guide is useful, flexible, and valuable in helping “students interpret, analyze and evaluate information encountered in a variety of media formats.” Designed for use during and after engaging with texts, prompts such as “What do you know about the speaker’s identity?” and “What is the speaker’s purpose in the text?” are organized into categories of context, audience, purpose, values, and style. Neely, Ruth. “Sources, Censorship, & Sensibility.” School Library Connection. (October 2019). http://schoollibraryconnection.com/Content/Article/2208180. School librarian Ruth Neely discusses a rich but complicated eighth-grade, cross-curricular capstone project in which students engage with current topics such as the environment, immigration, and criminal justice. Neely addresses the complexities of the research, including what students trust as credible information and whether it’s a form of censorship to push back on a student’s interest in advocating for policy or stances that could contradict school values or project discriminatory or racist points of view. NewseumED. “Keyword: media literacy [search results for lesson plans].” (2022). https://newseumed.org/search/?q=media%20literacy&type=lesson&. View this collection of lesson plans on media literacy from NewseumED, a resource provided by Freedom Forum, which according to their website (https://www.

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freedomforum.org) is a nonpartisan 501(c)(3) foundation that advances First Amendment freedoms. Honored among AASL’s Best Websites for Teaching and Learning in 2018, this site’s sample lesson plans include “Front Page Photographs: Analyzing Editorial Choices” and “Disinformation Nation: Checking Your Emotions.” Please note that some content requires registration for a free account. Ross, Elizabeth M. “Lines Have Been Drawn, a Loud Minority Has Been Heard, Now What?” Usable Knowledge. Harvard Graduate School of Education. (December 2, 2022). https://www.gse.harvard.edu/news/uk/22/12/lines-have -been-drawn-loud-minority-has-been-heard-now-what. The subtitle of this piece, “How to Navigate the Latest Culture Wars in the Classroom,” points to the responsibilities and challenges shouldered by teachers who are teaching topics that may be contentious, problematic, or traumatic in nature or as viewed by particular stakeholders. Among these topics are racism, sexuality, and gender, according to the article. Extrapolating from research surveying Americans’ positions on civics-related topics as taught in K–12 schools, several suggestions are offered for teachers, including establishing clear and proactive communication with parents and acknowledging to students that adults aren’t necessarily reliable role models when it comes to civil discourse in conversation and digital spaces. Stanford Education History Group. “Civic Online Reasoning Curriculum.” (n.d.). https://cor.stanford.edu/curriculum. Three questions guide this curriculum for “Civic Online Reasoning”: Who’s behind the information, what’s the evidence, and what do other sources say? Resources include lesson plans and assessment tools, such as a lesson examining forms of sponsored content; curated collections, including a set of lessons and resources on lateral reading skills; and videos, both in the form of classroom examples helpful for professional learning and explainers on skills such as identifying sources of photos. Free materials may require a (free) account for access.

2.4 CODESIGNING ASSESSMENTS WITH A MIDDLE SCHOOL TEACHING TEAM Context A middle school librarian is assigned to collaborate with a seventh-grade teaching team to design new assessments in ELA, reading, math, science, and social studies, with an emphasis on self-reflection.

The Story Fay Denis is first to arrive for the afternoon session of today’s teacher inservice, ready to help her assigned team introduce student self-assessment into their teaching—and hopeful that an early arrival will help calm some slight nerves she’s feeling. A school librarian for twelve years with four more

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years in the public library, Fay would like to think that she was selected to support this team of seventh-grade teachers because of her strengths and expertise in this area. After all, assessment is embedded throughout the cycles of learning, accepting feedback, being open-minded, and personal growth in reading and library learning. But actually, and Fay knows this, all the specialists were placed on teams somewhat randomly by the Waverly Middle School assistant principal, whose role includes teacher professional development. Still, Fay was motivated by the speaker this morning, took lots of notes, and intends to do the best she can this afternoon to contribute to the planning. And she needs to write this week’s update for the library blog anyway; perhaps this meeting will provide some content. Waverly is a grades six through eight building of about three hundred students in a large, urban school district. The middle school library follows a mostly flexible schedule, with designated weekly book checkout time for sixth graders. The library is an active place, with a busy schedule of classes coming in for projects, a makerspace and reading areas that get frequent use, four student clubs that meet in the library (chess, coding, poetry and writing, and sports data and analytics), and various book discussion groups. The middle school teachers are organized into cross-curricular grade-level teams made up of teachers representing ELA, math, social studies/history, science, and reading. There are six teams in the school, two per grade. And as it happens, the one Fay is working with today is the team she tends to collaborate with the least. The five teachers on the team adopted the name “Bee Team” and a bumblebee logo, ostensibly because their last names share the letter B but also, Fay thinks, as a wink to some school politics and impressions of being second to other teachers who seem get more opportunities and attention. They give the impression that they take pride in doing things their own way, including promoting a robust classroom library developed by the ELA and reading teachers, Arlene and Santos. That “library” is one reason Fay guesses that she doesn’t work with these teachers as much, although she has offered many times over the years to colead projects and activities related to literacy. ELA teacher Arlene is chair of the district-level ELA department and usually takes a leadership role within the Bee Team, even though the teams don’t have a formal chair or lead. The middle schoolers are assigned one of the five team teachers for homeroom, and they rotate within their teams for core classes throughout the day, mixing with the other grade-level team for art, music, health and physical education, and tech shop. So Fay does see the Bee Team students when they come to the library during free periods and for a few standing research projects in history and science. During the morning in-service session, all middle school teachers in the district attended a keynote by a prominent educator. Back at their buildings for the afternoon, they’ve been tasked with drafting a plan within their

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teams to try out some of the strategies during the upcoming semester. Across the school, the general plan will be to pilot these activities in the month of January after the winter break, assess and adjust in February, and continue with changes and adjustments in March. The Bee Team teachers are friendly to Fay as they arrive in social studies teacher Sarah’s classroom, all carrying to-go coffees from the same restaurant. Fay tries to assume a positive outlook for the afternoon, despite feeling like she’s the outsider in a tight circle of friends. The teams have been given a list of suggested steps to follow and mini-discussions to share, based on a framework developed by this morning’s speaker. The required end product for today is an outline of an overall goal for self-assessment for the team, along with strategies by content area, which the team will submit to the assistant principal for review and feedback. The building specialists also have brief logs to submit; this group includes Fay’s librarian role and the teachers of art, music, tech shop, and health/physical education, plus the instructional technology specialists and coaches. Fay isn’t quite sure where these logs will end up, but she plans to work on it throughout the afternoon. She is curious to catch up with the fellow specialists later and learn how their sessions went. Fay likes the structure of this approach to the afternoon session, which she thinks will give her more opportunities to contribute. Fay thinks of herself as a diplomatic and patient collaborator, and she demonstrates this in the care she extends to listening to colleagues’ goals and interests, always sandwiching suggestions or constructive feedback with positives. For better or worse, she believes that the impression teachers have of her tends to be the impression they form about the library. Amid this vocal and tight-knit team, the discussion protocols will allow for a little more equitable conversation— and she already has a few ideas she jotted down over lunch. On her list of self-assessments are a reading inventory and reading logs, a project checklist that covers the arc of an inquiry cycle, and a problem-solving guide that she uses with students in the library makerspace. She is also curious to talk about what the speaker mentioned about executive functioning in adolescents, and the potential opportunities to support students’ time management, emotional control, and planning and prioritizing tasks. To Fay’s disappointment, Arlene suggests they skip the discussion altogether and get right into subject-specific brainstorming. Why don’t they start with a round-robin of what they do already, she asks, and then see if they can add in anything from the morning presentation? Santos is on board right away and chimes in to mention the easy connection to their team theme this year: “Bee Your Best.” Fay looks around the shoved-together desks as the teachers nod their agreement and open up laptops. She reads over her notes as they start naming lessons and units and then hides a genuine sigh of frustration as someone brings up whether they can tie in the selfassessment to the annual Bee Team Cup.

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Get Out the Compass: What Should They Do Next? Fay glances up at the colorful felt “championship” banner hanging on Sarah’s wall, a reminder that her homeroom won the in-house team challenge last year. Fay’s mind starts to wander, thinking about how the whole production has gotten a bit tired over the years. She suspects that others around the school share her opinion—and to connect this fresh initiative toward self-assessment with a stale, points-based reward system completely misses the purpose. She tears her eyes away from the banner. Team traditions notwithstanding, Fay has to refocus on the matters at hand. Here is where her head is right now, besides wondering why she is even in this room. 1. Immediate communication strategies: Should Fay speak up, or is it already too late? And if she does say something now, what’s the best approach? Just blend in and piggyback on the tenor of ideas going around already, keeping with this idea of adding in self-assessment to things they already do? Propose some new ideas from the list she prepared? Or perhaps try to nudge the group back to the assigned discussion protocol? And what kinds of responses might she anticipate? 2. Priorities: If Fay does take a chance and offer up some suggestions, what self-assessment ideas should she share? And what are the appropriate tone and direction to take in her statement? 3. Technology and the makerspaces: Could these be some connecting threads that weren’t brought up yet? The library has a makerspace, which could offer some fruitful ways to introduce self-assessment into the STEM projects and the design cycle. To boot, Fay has noticed that the science and math teachers in the room haven’t contributed as much to the conversation so far as the teachers of reading, ELA, and history have. 4. Rewards and self-assessment: Should Fay try to steer the conversation away from talk of the Bee Team Cup? What reasons might she give?

Questions for Reflection and Conversation 1. Let’s consider what Fay brings to the table, despite the doubts she is feeling. In any school level, elementary through secondary, the librarian sees the overlay of information literacy, digital learning, and media literacy skills with the content-area curriculum and throughout several grade levels—and thereby stands to offer some big-picture perspective. What strengths and expertise does a school librarian offer? 2. Pretend you are in Fay’s shoes, with your existing slate of skills and areas of knowledge. What would you lean upon to contribute, in terms of content and suggestions? (We’ll consider communication techniques next.) 3. Fay typically leads by listening when it comes to collaborative planning, but the field is rather unbalanced in this story. What are some communication strategies she might try to offer up her ideas in this conversation?

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4. Have you experienced a situation similar to Fay’s, in which you were the only librarian or “specialist” in a group of classroom teachers? What was the circumstance? What did you do in that instance? 5. What are some examples of student self-assessment that you have implemented or seen as a school librarian or in previous teaching/student teaching experience? The techniques might range from the simple—hand gestures, sticky notes, or tallies on a whiteboard—to the more complex, like journals or conferences. What have you read or heard about that you would like to introduce to your students? 6. Supporting and building learners’ skills and dispositions in “executive functioning” is an area of increasing attention, particularly at the middle school level, where students are expected to demonstrate more independence, responsibility, and autonomy. What are some ways that school librarians can integrate or elevate these skills in teaching and students’ experiences in the library?

Additional Resources Blakemore, Megan. “Problem Scoping Design Thinking and Close Reading: Makerspaces in the School Library.” Knowledge Quest 46, no. 4 (March 2018): 66–69. “Problem scoping” is the part of the design thinking process where participants define the problem at hand, including exploring and probing elements that are complex and poorly designed. In this article, teacher librarian Megan Blakemore points out similarities between problems or conflicts described in literature and problems tackled by engineers and designers in real-world contexts, setting the stage for connections between reading comprehension and making. Government of New South Wales (NSW). “Teacher Standards and Accreditation: Strategies for Student Self-Assessment.” (November 8, 2021). https://education .nsw.gov.au/teaching-and-learning/professional-learning/teacher-quality-and -accreditation/strong-start-great-teachers/refining-practice/peer-and-self -assessment-for-students/strategies-for-student-self-assessment. This is a compact and practical listing of strategies for scaffolding self-assessment in students across grade levels. Each broad strategy—learning journals, portfolios, and student-led conferences—is accompanied by tips for implementation. For example, for learning journals or logs, try sentence starters like “I was pleased with. . . .” Kesty, Sarah. “Supporting Executive Function Skills by Asking Questions.” Edutopia. (December 3, 2021). https://www.edutopia.org/article/supporting-executive -function-skills-asking-questions. This post offers suggestions for frequent and seamless modeling of thinking skills that support student success in school. Rather than dictating instructions, consider asking students questions about what materials they need, how much time a task should take, or in what order they need to complete steps in a process. By bringing those steps in executive functioning to the forefront, rather than leaving them in the background, students may be more likely to notice and internalize valuable and transferable skills.

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Morris, Rebecca J. “The Power of Sharing Assessment.” School Library Connection. (March 2016). http://schoollibraryconnection.com/Content/Article/2006033. I wrote this article to explore how librarians can promote their interest and expertise in assessment for the benefit of student learning, as well as for efforts to elevate understanding of the library’s impact at the school level. By participating actively in co-assessment alongside teachers, aligning stand-alone library learning with methods and focus areas for assessment, and documenting and sharing evidence of student learning, school librarians just may surprise colleagues with a new take on how school libraries contribute to student learning outcomes. Wendell, Diana. “Data-Driven Collaboration: Student Assessment Data as a Partner in Academic Success.” School Library Connection. (March 2016). http:// schoollibraryconnection.com/Content/Article/2005302. School librarians can review and analyze data from school-wide standardized tests to identify target skills for additional instruction. Use these data for planning instruction and communicating with teachers and school principals. Wormeli, Rick. “Looking at Executive Function.” Association for Middle Level Education (AMLE). (n.d.). https://www.amle.org/looking-at-executive-function. This resource from the Association for Middle Level Education (AMLE) offers a summary of executive function and examples of related skills, including time management and sustained attention. This background is then situated within the context of middle school, where problems with executive function manifest in students’ capacities to organize tasks and see them through to completion. The article concludes with a robust, concise list of strategies for promoting success in executive function, such as confirming and reconfirming directions.

2.5 TEACHING A NEW DIGITAL CITIZENSHIP CURRICULUM Context An elementary school librarian learns that she will be required to teach the digital citizenship curriculum in addition to the information literacy curriculum.

The Story Erica Kingston sighs as she walks back down the hall following a short meeting with her principal. Today marks two weeks before the start of the school year, and she has just learned that she will now be responsible for teaching the district’s digital citizenship curriculum. As Principal Monica Steele communicated, the digital citizenship lessons are part of state digital literacy and computer science standards, which the district is aiming to integrate this year in an updated curriculum. Long in the

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works, the curriculum has just been approved by the school board, hence the short notice. As Ms. Steele explained to Erica, the elementary classroom teachers will be taking on other components of the standards, including computational thinking, coding, and keyboarding. Although some content will be new, there are several connections to existing curricular content and learning objectives in math and science. Principal Steele would like to see a general plan for the digital citizenship curriculum by the second week of school, which gives Erica about a month to outline a year of standards alignment, learning activities, and assessments. Erica is the only elementary librarian in this small district, which consists of her PK–4 building, a fifth- through eighth-grade middle school and a ninth- through twelfth-grade high school, so she doesn’t have a colleague in the same position who might lend support or planning time. The middle school librarian represented the libraries on the curriculum committee, but Erica hadn’t heard any updates about changes to the library program at their summer meeting, so she wonders if this was a decision made at the school level. Erica is a leader in the state school librarians association, and she earns satisfactory teaching evaluations each year. But today finds her frustrated and a little annoyed at this unexpected news from her principal and the fast turnaround time; she and Principal Steele usually maintain a collegial relationship, with infrequent but largely positive communications. Typically Principal Steele doesn’t attend much to the school library curriculum, leaving Erica lots of freedom to plan and implement library instruction and book circulation. She sees each classroom once per rotation of special classes, with additional book-borrowing time in the mornings and during lunch/recess. Erica maintains a tight and consistent schedule for library instruction. She prefers to start the year with a focus on book care, responsibility for materials, and routines for library spaces and equipment. Most of the technology in the PK–4 library program comes in the form of using the online catalog and kids’ reference databases, the latter being introduced as part of library and research skills units that progress by grade level during the second month of school. PK learners and kindergarteners don’t use the databases, but starting in first grade, Erica teaches very specific searches and features of the databases to support teachers’ units on solids and liquids for first grade; second grade’s studies of migrating animals; third graders’ unit on local creeks and streams; and the fourth-grade state research projects. This library research skills instruction takes place during October and November, which for most classes is separated from when they learn this content from their classroom teachers. Within the grade levels, the teachers stagger the big units over the course of the year to take turns using limited materials. The arrangement also suits Erica’s preference to plan

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things on her own within the yearly schedule she’s grown accustomed to following. Following the winter break and through the month of March, Erica’s scope and sequence transition into an emphasis on sampling genres and formats of reading materials and learning about the work of authors and illustrators, including preparing for an author visit every other year. At the start of April, the library closes for a week to provide space for the book fair, which is sponsored and facilitated by the PTO. From April to mid-May, students apply what they have learned about genres, formats, and book creators to their book selection skills, including Erica’s favorite activity every year: an engaging unit of games and activities around discovering and sharing books, including book tastings, student book talks, and art projects like redesigned book covers and reading posters. Following that unit, the library program slows down until the end of school in early June, with book checkout ending so that Erica can gather and account for all the materials and conduct her yearly inventory. During their last visits to the library, classes follow a yearly tradition of selecting a simple library closing or cleanup task from a big list on the wall. When they finish jobs like straightening a shelf or sorting art materials, they have free time to play board games or watch videos on the library databases.

Get Out the Compass: What Should They Do Next? Erica thrives on the structure and predictability of the routine in the library, a system she has refined over the years largely to feel calm and in control of the many tasks required to manage the library and teach the curriculum. She usually looks with happiness to the start of the new school year and the familiarity of the first month, but now she is worried that this digital citizenship curriculum is going to turn her carefully designed plans upside down. These are some of the questions and scenarios that start floating through Erica’s mind. 1. Timing and sequence: How and when in the year will she incorporate this new digital citizenship curriculum? What changes might she consider in sequencing the instructional units over the course of the year? 2. Integration of new and existing content: Erica has established a version of the current library curriculum that she really likes, but she is aware that some of the topics go off book a bit. She anticipates that she may to have to give up something. What content can stay and what might have to go? Are there skills that might be merged or integrated? 3. Professional knowledge: Erica has attended some conference sessions on digital citizenship, and Principal Steele showed her some of the resources that the state department of education has recommended for implementation of

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Questions for Reflection and Conversation 1. How might you prioritize the tasks that Erica needs to complete to meet Principal Steele’s deadline for preparing the curriculum outline? 2. What are some short- and longer-term goals for incorporating these digital citizenship standards? You might think about integration or alignment with library standards, collaboration with other departments or teachers, or how these digital citizenship standards reflect (or do not reflect) what you see as the current mission and vision of this school library. 3. What might Erica be overlooking in her initial questions and plans around meeting this new requirement? 4. Have you encountered similar circumstances of being told or asked to teach a new subject area or curriculum within your role as school librarian? What was the content, and how did you approach the situation? What might you do differently today?

Additional Resources DigCit Commit. “Resources.” https://digcitcommit.org/resources. DigCit Commit is a partnership of over thirty education and technology agencies and organizations dedicated to teaching five competencies of digital citizenship: being inclusive, informed, engaged, balanced, and alert. The resource collection linked here offers student tools, lesson plans and curricula, and resources such as articles and podcasts, all searchable by competency. Follow @ DigCitCommit and #DigCitCommit for stories and updates. Internet Education Foundation. Copyright & Creativity for Ethical Digital Citizens. (2022). https://copyrightandcreativity.org. Subtitled “Resources for Teaching Copyright and Fair Use,” this website presents curricula at the elementary, middle, and high school levels, each with readyto-go slides, videos, presenter instructions, and infographics. A free Canvas course awards a “C&C Copyright Ethics badge” on completion. A newer favorite of educators interested in digital citizenship, this website was honored among AASL’s Best Digital Tools for Learning in 2021. ISTE. “ISTE Standards in Action: Digital Citizenship.” (January 8, 2020). https:// youtube.com/playlist?list=PL6aVN_9hcQEEvj0Jo1vPupd8QgoAYgkoB. This playlist presents four short videos, each around one minute, fifteen seconds in length: “Digital Footprint,” “Online Behavior,” “Intellectual Property,” and “Digital Privacy.” Students across grade levels are shown engaged in digital learning interspersed with student and teacher testimonials about standards in action. For example, a teacher and students talk about a classroom lesson on Fourth Amendment rights and protections in the digital age, in which students examined their personal digital devices for settings that might allow the tracking of their location, photos, voice memos, and other data.

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Rogers-Whitehead, Carrie, Amy O. Milstead, and Lindi Farris-Hill. Advocating Digital Citizenship: Resources for the Library and Classroom. Libraries Unlimited, 2022. Written by and for both school and public librarians, this guide offers a foundation of theory on digital citizenship, including law, policies, programming, and implementation of curricula in PK–12 schools. The appendix offers useful and ready-to-use resources, including three sample programs, a social media policy, and a parent event. Stout, Robin Ward. “Digital Literacy–Digital Citizenship.” School Library Connection. (January 2021). http://schoollibraryconnection.com/Content/Article/2129168. If you’re just getting started in teaching digital citizenship—or maybe you’re moving to a new grade level—this article offers a handy overview of topics and learning outcomes for digital literacy, which involves a wider skill set, the author argues, than digital citizenship at elementary, middle, high school, and even college levels. This snapshot of skills and competencies, growing in complexity and expectations for application in authentic contexts, would be useful for curriculum development and review.

2.6 FACILITATING GROUP DISCUSSIONS Context When a required college and career readiness class for high school seniors starts to uncover problems with students respecting perspectives of classmates, the school librarian is asked to step in and help.

The Story “Alright everyone, let’s get going. Today we’re talking about making a doctor’s appointment. You don’t have to answer me out loud, but think in your head: Do you know how to do this? Do you go online? Make a call? What information do you have to have ready? Or does someone at home usually take care of this for you?” School counselor Darin Fellows stands in the front of the class of high school seniors. It’s 7:42 a.m., and the room is mostly quiet except for feet shuffling and chairs shifting on the linoleum floor. Some of the students glance around at one another as Mr. Fellows poses these questions. A group of three girls start talking to one another from their spot at a table near the doorway. Around the room of twenty-eight students, several are slouched in their chairs, a few seem to be listening attentively, and at least six have papers and textbooks on their laps, probably scrambling to finish homework for morning classes. One student walks in late and loudly says, “Mr. Fellows!” and makes a dramatic bow as he takes a seat in the front row.

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At Moorestown Area High School, the seniors are required to take a nineweek class in college and career readiness. Course topics include choosing a postsecondary path, applying for financial aid, planning and participating in college visits, communicating with military and college recruiters, and this year’s new focus: “adulting.” School counselor Darin Fellows teaches the course, with the students’ homeroom teachers sitting in and contributing occasionally. Today, school librarian Mark O’Connor is also taking in the class on the request of the dean of students, and Mark is sitting in the back corner next to history teacher Sylvie Wong, the homeroom teacher. Over the years, Mark has advised several service and activism-related clubs that have successfully brought together students with different outlooks and backgrounds. Numerous student book clubs meet regularly for active debate and conversation in the library, and although Mark doesn’t participate himself most of the time, he does help the students set up their clubs with expectations for members, and he helps students navigate issues that arise. Moorestown is part of a county-wide school district covering a large geographic area, including a small urban center that includes a major state university and several suburban and farm communities. Students at the high school include children of farm workers who will likely be first-generation college students, children of university faculty and staff, and families who moved to the area to work for the hospital and health plan company, the largest private employer in the state. Because the students are assigned to the course according to homerooms, the students represent the diversity of what will be this year’s graduating class. It’s December, and students have shown interest in numerous postsecondary paths—four-year college, the military, employment after high school, two-year associate programs at the community college, enrolling in area trade and technical schools—and many students are still undecided. Darin tries to keep a casual atmosphere in this twice-a-week class. Activities can extend from day 1 to day 2 of the week, but out-of-class assignments haven’t gotten much traction, so Darin mostly leads in-class activities, namely, discussion, a few games, and inventories and self-reflection. There is no homework or grade, but the course is a graduation requirement. Lately, respect for different opinions and perspectives is emerging as a problem. Students have been rolling their eyes and not listening when a situation doesn’t apply to them. They balk when partnering up with people outside their circles, giggle and laugh inappropriately at students’ legitimate questions, and show an overall attitude of disinterest and disengagement. After observing a class, the dean of students suggested school librarian Mark O’Connor step in to offer some ideas for getting the class back on track. Mark is known for empathetic and effective approaches to getting kids to talk with one another in clubs and activities. But the extracurriculars

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are a whole different thing than this required course, Mark thinks, as he takes in the activities and tone of the room. The setting feels more like a loose gathering than a class, and none of the students seems to be taking it seriously. There’s a pervading impression that this requirement is just one more item to check off before the students can graduate.

Get Out the Compass: What Should They Do Next? While Darin introduces a role-play about making a medical appointment, Mark looks over the course outline in front of him. Darin has already covered applying for scholarships, asking teachers or supervisors for a reference, filling out job applications, and writing a basic resume. Today the class is moving on to skills related to adulting. They’ll talk about getting along with a roommate, paying online bills, doing laundry, time management, and shopping for essentials at a pharmacy or grocery store. The noise level and activity pick up in the room as Darin hands out scripts and assigns partners to the students. Mark tries to bring to mind some discussion protocols he has used in the library lately, like last year’s with ninthgrade biology students and the American lit class’s exploration of character-embodied discussion, where students used prediction and forecasting to answer discussion questions as figures in novels. How might Mark offer support to Darin Fellows? These are the scenarios and questions he is considering: 1. What approach to communication and professional leadership will help Mark balance the dean’s request to offer guidance without taking over for Darin or stepping on his toes? Should they just plan a debrief and conversation? Or maybe consider coteaching a lesson or two? Or is the dean looking for more structured coaching, like the instructional technology specialists provide? 2. Then there is the class itself. What strategies might work in getting this group to demonstrate respect, listening skills, and empathy? Getting along with a roommate is an upcoming topic, which is a great opportunity to consider respect for individual differences. What strategies might help motivate this group, and at the same time start to infuse some care and respect for one another? 3. As a librarian, Mark has knowledge of resources to support content and pedagogy. What resources might he draw upon to share with Darin to help teach this course?

Questions for Reflection and Conversation 1. What are some potential concerns librarian Mark is feeling about this situation? What are the goals for Mark’s contributions to this class? What are some paths he might follow to get there—and the possible outcomes?

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2. What are some strategies Mark might consider in attempting to come across to school counselor Darin as knowledgeable but approachable and equal in standing as teachers in the high school? 3. Something that we don’t know here is Mark’s level of knowledge about Darin’s potential receptiveness to guidance, including whether they have collaborated previously. How might the relationship between these two educators affect Mark’s approach to this opportunity to extend some suggestions? What might be Darin’s reaction to being offered support by a colleague? 4. Have you ever been in a similar situation, where you were asked by an administrator to share expertise with a colleague or committee? Some possible instances might be offering teachers ideas or strategies for using educational technology, serving on a committee advising textbook or learning management system (LMS) selections, or helping teachers fulfill a collaboration or coteaching requirement for literacy instruction. What are some ways to bridge your knowledge as a school librarian with colleagues’ needs for support or information?

Additional Resources Converse County Library. “Adulting 101 Resources.” (n.d.). https://yourccl.org/222 /Adulting-101-Resources. I happened upon this robust collection of websites curated by Converse County Library, Douglas, Wyoming. Websites are linked under categories of “Finances,” “Health and Well-Being,” “Cooking,” “Housing,” “Organizational Skills,” “College/Technical School/Vocational School/Trade School,” “Job/Career Skills,” and “Communication and Interpersonal Relationships.” It’s just a straightforward list (with no sources or annotations provided), but nonetheless presents a useful starting point for librarians and other educators preparing to teach adulting or offer programming on these topics. Foote, Carolyn. “Building Success beyond High School with Career-and CollegeReady Literacies.” Knowledge Quest 44, no. 5 (May 1, 2016): 56–60. Available via ERIC: https://files.eric.ed.gov/fulltext/EJ1099504.pdf. This article explores opportunities for school librarians to contribute to teaching the practical skills that will help high school graduates navigate informationrelated opportunities and systems as college students and in other postsecondary settings. Acknowledging that library anxiety can affect students’ abilities not only to find information but to ask for help, strategies include practice using college library websites, identifying chat features, and utilizing college-level pathfinders for high school assignments. Harada, Violet H., and Sharon Coatney, Eds. Radical Collaborations for Learning: School Librarians as Change Agents. Libraries Unlimited, 2020. This edited volume highlights nine stories of collaborative relationships between school librarians and other educators and experts, from public librarians and cultural center educators to mental health clinicians. Each story is different, and yet the common threads shine through: that positive, even unexpected learning

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outcomes can be made possible by combining the motivation and expertise of diverse contributors. Hill, Kristy, Abbie Harriman, and Amy Grosso. Schoolwide Collaboration for Transformative Social Emotional Learning. Libraries Unlimited, 2021. The authors of this text bring together experience in literacy education, K–12 teaching, school libraries, school counseling, and school-based behavioral health services. Part I examines pedagogy and research on transformative socialemotional learning. Part II takes a look at roles and responsibilities for school staff, including librarians. Parts III and IV consider outcomes and application, respectively; chapter 21’s examination of “Building and Managing Relationships” connects to the testing of collegial relationships as described in this chapter’s story. Peery, Angela. “Co-Teaching: How to Make It Work.” Cult of Pedagogy. (February 5, 2017). https://www.cultofpedagogy.com/co-teaching-push-in. Although this post offers advice geared toward more general instances of classroom teachers working with specialists—not school librarians in particular— some guidance from outside library land is refreshing, offering nuance that we might not have thought about, such as putting aside a tried-and-true strategy to make space for new ideas. Set up responsibilities ahead of time, suggests Peery, and decide on one of many varying formats in advance: one teach/one observe, one teach/one assist, parallel teaching, station, alternative, and team teaching. Among other principles that strengthen coteaching are respecting each other, being flexible, and planning together.

3 Traditional and Digital Literacies Like the signature dish of a chef, reading is what school librarians are known for—and for many, it’s a beloved bedrock of the job. Sharing and encouraging reading is a dedication brought to life by programming, instruction, and culture, a vocation that unites and maybe defies the contours that make every school library and school unique. A passion for reading, libraries, books, and life as a reader draws many a school librarian to the profession; speaking anecdotally, in practically every group of library and information science (LIS) students I’ve met in my dozen years in higher education, there are preservice school librarians who attribute their career path to influential librarians, experiences of libraries as havens of discovery, or transformational books found on the shelves of their school libraries. Now to be fair, and to shut down any impressions of librarians whiling away the hours with a novel and a cup of tea, unless they’re reading aloud to kids, there isn’t a lot of time for reading while on the job! But still, reading— and “literacies” taken more broadly to include such competencies as digital, media, and of course information literacies—anchor many a task, decision, and opportunity for school librarians. Traditional literacies of reading, writing, listening, and speaking are woven through library experiences from the youngest learners to graduating seniors. School librarians strive to strengthen learners’ traditional literacies through teaching of academic standards in reading and English language arts (ELA), in content-area connections and collaborations, and through the promotion of reading in the school community via programs, events, clubs, and demonstrating the value of literacy to one’s identity, expression, and growth. Digital literacies equip students to navigate, participate, and create in digital spaces. Information literacy is a skill set that crosses formats; in print, electronic, and in physical library spaces, information-literate learners articulate information needs, locate and evaluate resources, and use those resources to address those needs and construct new questions. Media

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literacy is a blend of habits and skills that enable information users to detect bias, understand sources, and delve into the intent in publishing or sharing information that might be factual, opinion-based, misleading, or otherwise. And these literacies, though core to the mission of school libraries, constitute only a short list of literacies to acquire and grow. Every day, teachers are guiding their students to become adept in civic literacy, critical literacy, visual literacy, data literacy, and more. Libraries and librarians contribute resources and guidance as well as instruction that is at the same time distinct from and closely integrated within all these skills, dispositions, and ways of thinking. Twenty years ago, when I was a first-grade teacher, I took pride in shepherding the development of emerging readers. I once adored that little adage about how children first “learn to read” and then “read to learn”—that is, the notion that once learners are reading, they apply their skills to discover information and stories. I thought that little slogan was so clever, and I embraced the great challenge appointed to teachers working with children who weren’t yet proficient readers. “Reading is like breathing,” a fifth-grade teacher said to me once as we waited our turn for the copy machine. “I don’t know how you teach those kids to do it.” As a newly minted teacher, I’m pretty certain I interpreted his observation as a compliment. But I think his words also fed into a vision I naively held at that time, of a clear divide between readers and pre-readers. Only when I became a school librarian, and maybe not even right away, did I understand the limitations of that little motto, that some sort of finish line around second or third grade separated “learning to read” from “reading to learn.” The idea of achieving a precise endpoint, a badge of readership, skips many dimensions of reading that require maturity, time, and experience: learning to love reading, to be empowered by reading, and to find connections to a community through reading, to name a few. As a librarian, I came to understand that “literacy” wasn’t a finite set of skills or tasks to accomplish and be “done,” like household chores or reciting math facts up to sums of 24 or memorizing valences in the periodic table of the elements. Using traditional literacy as an example, proficiency involves practicing phonemes, recognizing sight words, learning to spell, and grasping alphabetic principles, yes. But it also means learning about oneself and exercising choice and nimbleness when applying skills. Clearly such development doesn’t wrap up when one can read with fluency, comprehension, purpose, and independence—among the other markers of literacy learning. Literacy isn’t about tackling harder versions of the same thing; literacy is a dynamic process with shifting expectations and demands—not only for learners but also for school librarians. The stories in this chapter present school librarians seeking to teach, lead, and support school-wide efforts toward strengthening students’ literacy learning. With a focus on reading and traditional literacy, information

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literacy, and digital literacy, the school librarians in these stories navigate these moments and crossroads.

IN THIS CHAPTER The Path Taken: Stories with a Conclusion 3.1 Teaming Up to Solve Real-World Problems 3.2 Building a Culture of Reading 3.3 Remixing Storytelling Get Out the Compass: Open-Ended Stories 3.4 Uniting for Information Literacy 3.5 Piloting a Family Book Club 3.6 Curating Is the Thing

3.1 TEAMING UP TO SOLVE REAL-WORLD PROBLEMS Context Students in a high school service-learning course take on roles in a project about contributing to issues of concern in their community.

The Story Librarian Shaylie Valle reviews the brainstorming list for the spring semester projects by the incoming service-learning classes: sustainable transportation, saving water, food waste in the cafeteria, food insecurity, people experiencing homelessness in the nearby metropolitan area, and school violence and safety. It appears that the students—a mix of tenth and eleventh graders—followed the guidance of Shaylie and social studies teacher Mara Henry to consider local, focused problems and questions. It’s late December, and the course doesn’t start until the new semester, which begins about a month into the calendar year. The coteachers organized a welcome meeting with this incoming group of students, hoping for a better start than what they observed with the current semester’s students. Among other concerns, some teams ran into difficulties up front with issues that were admirable to tackle but just too big to align with the practical parameters of the course.

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Once the course begins, students will work in teams of three or four to research their topics, including consulting with community organizations and local leaders. They will narrow down a problem statement and articulate an attainable goal for the project—an effort that is manageable for one semester. Students in the course now are working on clothing drives, school or neighborhood gardens, and public service announcements (PSAs) on safety issues. Achieving the outcomes of that project is one goal of the course; the other objective is to gain experience and skills working as a team. As coteacher, librarian Shaylie facilitates much of the early planning in this one-semester course taken by all students at Morrow Park High School. This is the first year for the course, which replaced a previous community service requirement that turned out to be difficult for some students to complete on their own for reasons of transportation, opportunities for projects suitable for teens, and other logistics. The opposite semester, students take a course on digital citizenship and content creation. Drawing from civic literacy competencies and integrating information literacy skills taught in other classes, Shaylie and Mara help students articulate their problem statements, and then Shaylie offers guidance as students identify resources, including searching for articles and websites, processes familiar to most of the students. She also helps them connect with people and organizations in the community, which students are less accustomed to considering as part of school research. The school library also serves a space to work, use digital devices, and join video calls. Although the high school students don’t earn a letter grade, the course is a graduation requirement, and students must repeat it if they don’t complete the learning experience. In a collaboration with a local university, the high school groups are matched with teaching majors in an education and social justice course, who serve as mentors. The mentors are enthusiastic and well versed in community action, but the expectations for their roles were somewhat inconsistent and unclear during the first semester—and that was not even the biggest concern surrounding this course. Amid the first iteration of the course this year, problems arose around students not contributing equitably to the projects. Nearly every group seemed to have one or two go-getters: students who were generally well intentioned but shortsighted in their desire to get the project “done,” taking over rather than working as a team and navigating the processes of collaboration. Shaylie and Mara also shared observations that some students needed support in preparing to act with kindness and respect among community members. In one instance, tensions arose during a playground and basketball court cleanup in a neighborhood near the homes of some students, when project team members were overheard using inappropriate and

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disrespectful language about the area. Another troubling concern is that some of the university student mentors came to the teachers near the end of the semester, reporting that some high schoolers with disabilities were relegated to minor roles and made to feel left out. As the new semester is set to begin, the teachers are feeling overwhelmed and worried. They realize that a bigger review of the course may be in order over the summer break, yet they are going to try to integrate more intentional instruction in team building, communication strategies, and inclusivity for the upcoming eighteen-week class, lest they lead students into more conflicts. They are weighing these questions, among others: 1. What are immediate, impactful changes they can make for this semester? What measures can wait? 2. What are specific skills and habits of mind that they can work on with the students? 3. What are the expectations for the college mentors?

The Path Taken: What Did They Decide to Do? Shaylie revisited the high school library curriculum to remind herself of the goals she suggested when coplanning this service-learning course. Among the competencies were understanding learning as a social and shared responsibility, making responsive contributions to group discussions, reflecting on one’s role and place in local and global communities, and engaging in iterative problem-solving and design processes (adapted from National School Library Standards; American Association of School Librarians [AASL] 2018). Over a series of emails during the winter break, Shaylie and Mara land on a plan for working toward improvements to the course. The following are some key points from their conversations. • The teachers will be help form teams and guide the team-building process with more oversight than the previous semester. • To help make contributions equitable and foster inclusivity, students will take on designated roles for their teams, a tenet noted in the ISTE Standards: Students. Possible roles will be timekeeper or time manager, subject matter expert or research lead, process observer or morale captain, and creative officer. • They will introduce a checklist for team and self-reflection, to be consulted periodically during the semester. • They will engage the assistant principal, who serves as the diversity, equity, and inclusion (DEI) director, as well as the school counselor, to seek some instruction for the students and professional guidance for the teachers on the topics of empathy, diversity, and respectful dialog.

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• They will set a meeting with the university liaison to debrief on the first semester and clarify the role and expectations for the university student mentors. They will also ask about preferences for communications during the semester; perhaps a log or conference would be helpful to share with the university students about their observations, tasks completed, and questions.

Shaylie and Mara admit that these steps won’t solve every tension point, but they believe in the intended goals of the course and want to make it better. Even if more work is needed down the road, they are hopeful that some adjustments will foster a more positive experience for all students and lend meaningful contributions toward the local and global issues they seek to improve.

Questions for Reflection and Conversation 1. What are goals and objectives for having high school students collaborate with one another in this story? Broadening to your experiences, what are other possible objectives for peer collaboration? 2. What is important in communicating goals of team-based projects to students at a particular grade level—elementary, middle, high school? 3. What are some strategies that you have used (or might use) for facilitating student collaborations or group work? What problems have you observed? What have you worked to address? 4. Did Shaylie and Mara select the right concerns and approach to make improvements for the spring semester? How might they connect goals of civic literacy more closely with the planning and implementation of the servicelearning activities?

Works Cited American Association of School Librarians (AASL). National School Library Standards for Learners, School Librarians, and School Libraries. ALA, 2018. International Society for Technology in Education (ISTE). ISTE Standards: Students. (2016). https://www.iste.org/standards/iste-standards-for-students.

Additional Resources Barton, Tara. “10 Creative Service Learning Projects to Inspire Your Students.” Servelearn. (March 6, 2020). https://servelearn.co/blog/10-creative-service -learning-projects-to-inspire-your-students. Read this post for specific ideas and learning objectives for service-learning projects, which are grouped according to areas of focus. Example areas are health and wellness, animals, literacy, and art. Cornell University Center for Teaching Innovation. “Collaborative Learning.” https://teaching.cornell.edu/teaching-resources/active-collaborative-learning /collaborative-learning.

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This focused set of tips covers the why of collaborative learning, considerations for logistics, and suggestions for getting started. Herrmann, Zachary. “A 4 Step Approach to Planning Collaborative Experiential Learning.” Edutopia. (April 21, 2022). https://www.edutopia.org/article/4 -step-approach-planning-collaborative-experiential-learning. Through four phases and seven instructional design questions, teachers can empower learners to be active and invested in projects, team challenges, and experiential learning. The four phases are “Determine the Purpose,” “Establish the Context,” “Orchestrate the Experience,” and “Facilitate the Debrief.” The seven questions, such as “What structures and supports will encourage equitable collaboration?” culminate in a debrief aimed toward scaffolding the transfer of knowledge to new learning and new situations, which underpins this approach to learning. Seymour, Gina. Makers with a Cause: Creative Service Projects for Library Youth. Libraries Unlimited, 2018. The projects in this book help students support a cause by making something useful, kind, and caring for people—and animals!—in the community. The first few chapters help establish the setup of your makerspace, funding, and partnerships. Read on to Part II for project ideas, which are listed with short descriptions and selected photos, along with materials, potential community partners, instructions, and “pro-tips,” such as teaching students the care and use of fabric scissors. The “Introduction to Service Projects” chapter suggests ways to make items for sale at fundraisers, such as a craft fair. University of Maryland Teaching & Learning Transformation Center. “Collaborative Learning.” https://tltc.umd.edu/instructors/resources/collaborative -learning. Although this set of strategies and principles is geared toward instructors of undergraduates, the suggestions hold up well for groups of high schoolers. A short listing of strategies includes case studies and peer teaching. General guidelines help shape learning experiences across formats; for instance, a recommendation is offered to require some product of group learning, such as an informal summary of discussion.

3.2 BUILDING A CULTURE OF READING Context A newly hired but experienced school librarian is tasked with building a culture of reading in a school where the library was closed for a long time and the current focus on reading is quiz points and reading logs.

The Story Micah Hee flips through the pile of pamphlets left for him on the library circulation desk. A sheet of shiny star stickers slips out of a purple folder, along with a note signed by a third-grade teacher.

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“Welcome! Looking forward to getting you up to speed on our reading program!” exclaims the note. “Let’s meet this week during our first PLC (professional learning community) time. I’ll come to you.” And so it begins, Micah thinks, stacking the materials and setting the pile aside. Micah Hee is an experienced school librarian and teacher, having spent fifteen years in a few roles, including the last six at a small K–8 building that recently combined with another school, leaving him as the less senior educator. His job options were to search for a new school library position or start the year as a fourth-grade classroom teacher. After noticing a posting on the state listserv, he applied for and got a job in a town across the state, in an independent elementary school where the library had been closed for many years. A big focus in Micah’s job interview was building a culture of reading, a theme forwarded by the school’s new director of elementary learning, a fairly green administrator but an educator active in literacy organizations in the state. To date, the school’s reading culture has revolved around quiz points and reading logs, Micah has learned. The system is introduced in kindergarten and heavily promoted, especially by some teachers, from grades one through five. A big proponent of the logs and quizzes is a longtime third-grade teacher, Grace Ann Noble, who left the note for Micah. Her students always score high in the yearly quiz challenge. Micah has heard that once the school year begins, Ms. Noble’s students will record each book they have read on paper links to string together and hang across the room. From the first day of school, she’ll start her famous hallway book-tracking bar graph with themes that change with the seasons. During the interview process, the director of elementary learning—Sheila Greenwood—asked his opinion of reading incentive programs, and Micah was honest: he thinks they’re great for some kids, especially students reading at or above grade level. But he has always had concerns about rewarding reading with points and prizes. And when asked what experiences he has had in fostering reading culture, sensing some allies in the room, Micah told the committee all about the events he led or helped with over the years at his previous school: family literacy nights, author visits, book swaps before school breaks, senior citizen reading buddies, and a teacher’s readers theater that always brought the house down at the end-of-year assembly. Micah loves to talk about these partnerships and programs and hoped that the administrators liked what he had to say. And sure enough, “We’re very interested in having you share your wonderful ideas about reading here on our campus,” Dr. Greenwood had told him when she called to offer the job.

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His previous school didn’t have the budget for quiz software and all the labels and organizing that goes with it, so managing fans and foes of such programs was never an issue. Creative and free celebrations of reading were embraced. Here, Micah realizes he’ll probably run into some opposition, even some hard feelings, in shifting the emphasis away from the points, logs, and quizzes. He’s not sure where to start and whom he can ask for help.

The Path Taken: What Did They Decide to Do? Micah’s mentor at his previous school advised him not to rock the boat on arrival, and he centers that advice in his mind as he calculates how he might accomplish what he was hired to do without upsetting his new teacher colleagues, especially the ones who seem to hold power and influence in the school. “Don’t suggest big changes at the outset,” his mentor advised. “Wait, observe, ask questions and get to know the culture.” That’s just what he’ll do, he decides, with a little twist: following the improv comedy adage, he’s going to go with a “yes and” approach. Ms. Noble can still have her charts, and the book stickers indicating levels and points can stay (for now!), but Micah wants to look into offering children— and teachers less inclined themselves to be motivated by tracking systems— some other ways to explore reading. He recalls language in the library standards about creating opportunities for learners to read for information, for learning, and for personal growth. That sounds like a solid frame to build on. To figure out what those opportunities might be, Micah gets to work on an environmental scan, which he learned about in his library management class. He needs to know, What are teachers doing in their classrooms already? What is less visible than the incentive charts but just as (or even more) appealing? What has been tried before, and what were the outcomes? He also wants to set up a schedule for providing progress updates to the director Sheila Greenwood, so that she knows what he’s doing and can offer guidance—especially once Ms. Noble hears that changes are in the wind.

Questions for Reflection and Conversation 1. Think about your experiences or knowledge of reading incentive programs, such as reading comprehension quiz programs and reading logs: What are positives? What aspects are problematic? Consider outcomes and experiences for teachers, students, and families. 2. What are some qualities of a “healthy” reading culture? What programs, practices, and attitudes are part of such a culture?

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3. What are some issues and questions about “ownership” of activities related to reading and literacy in a school community? In your experience as a teacher, librarian, or even a student (if you can recall!), where have lines been drawn—that is, who takes responsibility for what aspects of reading in the school? 4. What is your take on Micah’s plans for dealing with Ms. Noble’s love for the reading program with a “yes, and” outlook? What might he consider adding into the reading activities at the school? How might he look to engage Ms. Noble? What might be the benefits in asking for her contributions and expertise? What might be some challenges? 5. Micah might be interested in some “evidence of practice” to generate ideas for programs and events that will promote and sustain a culture of reading. What are some helpful sources for research related to reading skills, instruction, and promotion at the elementary level?

Additional Resources National Library of New Zealand. “A School-Wide Reading Culture.” https://natlib .govt.nz/schools/reading-engagement/understanding-reading-engagement/a -school-wide-reading-culture. This resource from the National Library of New Zealand, written for school libraries and librarians, asserts that “creating a reading culture requires commitment and collaboration between the school, wha-nau, and public library,” wha-nau being Ma-ori for “extended family.” A varied and robust collection of resources help support that vision, including ideas for public library collaborations, videos on home-school partnerships, and strategies for families to use in reading together at home. Reading Is Fundamental. Literacy Central. https://www.rif.org/literacy-central. Literacy Central describes its provisions as “a digital library host[ing] over 10,000 resources directly tied to the books teachers, caregivers and community partners [typically] turn to.” Librarians, fellow educators, and parents interested in school-wide reading will find tools such as puzzle and graphic organizer generators, reading logs, literacy trackers, and calendars with daily reading activities. Most resources are free; note that the Skybrary app described here is fee based. Reading Rockets. https://www.readingrockets.org. Focused on early literacy, this website from public television station WETA and partners offers informative articles, tip sheets and FAQs, reading blogs, tutorials, and resources such as booklists and recent news. This resource is useful for librarians seeking to offer parent resources and for other stakeholders as well: users can view sets of resources collected for particular audiences, which include school counselors and principals. Scullen, Julie. “Keys to a Culture of Literacy: Equity, Access, Relevance, and Joyful Interaction.” Literacy Now Blog. International Literacy Association. (September 12, 2019). https://www.literacyworldwide.org/blog/literacy-now/2019/09/12 /keys-to-a-culture-of-literacy-equity-access-relevance-and-joyful-interaction.

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According to author Julie Scullen, a teaching and learning specialist for secondary reading, in a culture of literacy at school, students see themselves in texts, see relevance and authenticity, and see joy in literacy. This concise post might make an effective jumping-off point for planning literacy events alongside teachers, parents/caregivers, and other community members.

3.3 REMIXING STORYTELLING Context A student proudly shows the school librarian their “remixed” version of a popular movie as the finished product for a class assignment.

The Story “Can I show you now?” fourth grader Brady rushes into the Bell River Elementary School Library after the dismissal bell, looking for Mr. August McCallen, the school librarian. “I have 15 minutes before my bus route is called and they said I could wait here instead of the gym.” Mr. McCallen pops his head out from his library office and supply closet, where he was organizing materials for a lesson in the morning. “Yes, yes—fire it up over at the tables, and I’ll be right over.” Brady selects a corner spot at a big table and stands over his school laptop, opening up a video app with a big grin on his face. Brady and the fourth graders in Ms. Eileen Tran’s class have been working on digital storytelling projects in ELA. Mr. McCallen shared book talks and helped students select novels to read in small-groups readers’ workshops. Now the students are working on their own to create a retelling in which a character makes a different choice at a turning point in the book. Mr. McCallen had suggested digital storytelling for the project format as a way to address the school’s digital literacy standards and engage students in differentiated, creative paths for telling their versions of the story. Ms. Tran was on board and enlisted Mr. McCallen’s support to help her design the lesson. The instructions they decided upon for the students were to have them retell just one scene, using creativity and digital tools to predict how this character’s actions—or lack of—might change events in the story. Together with Mr. McCallen, the class talked about ways to portray their new versions of story events. Due to limited time and a tight library class schedule, that’s where Mr. McCallen’s involvement ended. Mr. McCallen has seen a few projects in progress here and there as students have visited the library. A few come by in the morning, during free time in their days, or like Brady, in the window of time after school

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that some students have to wait as the small district’s buses make their first drop-offs and return for the second pickup. The school is one-to-one with digital devices, and students have ready access to tablets and computers, but they do use the library for space to work, to troubleshoot apps and charge their devices, and to peruse ideas from books and magazines. From what Mr. McCallen has seen, the students are really motivated and excited about their projects. Some students are drawing pictures, with dialog or “artist’s statement” voice-overs. Others acted out scenes and edited the takes together. A few created LEGO stop-motion animation scenes, and one even recruited classmates to stand in a tableau while they took photos and then pasted them together over copyright-free music. Brady is an earnest and enthusiastic learner, an avid reader and a student eager to please his teachers. Mr. McCallen has known Brady for more than four years now, from Brady’s start at Bell River Elementary. This continuity is one of Mr. McCallen’s favorite things about being an elementary librarian, seeing the kids grow and learn over the years. From Mr. McCallen’s observations, Brady seems to be well liked and friendly and not as reluctant as some of the fourth graders to appear smart or know the answers. The library doors open, and Oscar Alonso, the health and physical education teacher, walks in, a stack of library books in his arms. “Mr. Alonso! Brady is about to show me his new story for ELA class. Come grab a front row seat!” Mr. Alonso sets down the stack at the book return, and he and Mr. McCallen join Brady where his video is cued up on the screen. “You know how you told us that we could use different kinds of clips and stuff? Well, I drew the beginning and then added video!” The video opens with a hand-drawn scene of a family at a dinner table. “It’s good!” says Mr. McCallen. “Is that colored pencil?” Brady nods, and the scene fades out. A familiar actor’s face fills the screen. A caption on the bottom asks in large font: What if the main character said THIS? As he watches, Mr. McCallen quickly realizes that Brady has inserted into his story an entire scene from a popular movie. Brady watches the video intently, clapping his hands at one point, and leaning in attentively to a scene of dramatic dialog. The scene goes on for three and a half minutes. Mr. McCallen and Mr. Alonso exchange glances, but Brady seems so excited that they keep watching for a remix or creative moment to unfold. The movie fades out and the screen fills with Brady’s drawing again, only this time with one fewer person at the table. Brady takes little hops and looks up at his teachers. “So . . . what do you think? Pretty good, right?”

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The Path Taken: What Did They Decide to Do? Mr. McCallen begins. “Well, I can tell that you’ve put a lot of work into this video.” “And I love your drawing,” adds Mr. Alonso. Brady nods his head several times. “Yep—and isn’t that movie scene perfect? I mean, it fits right into the story! What if he takes his grandfather’s advice and doesn’t try to steal the money? Well, the movie happens in space, and it’s in the future instead of the olden days, but it’s . . . just . . . so . . . perfect.” “It does fit in a lot of ways, you’re right,” Mr. McCallen tells him. “But I’m curious about what you imagine could have happened? Most of your class has probably seen that movie, but we don’t know the story gets to the drawing at the end, when that character is gone from the table.” Brady’s shoulders fall. “You mean, it isn’t good? You don’t like it? What am I supposed to do now?” Mr. McCallen and Mr. Alonso look at each other and sit down in the chairs on either side of Brady’s laptop. “You did find a pretty awesome connection, but let’s pause for a quick moment. Mr. Alonso, when your class was working on that big health project this week, I remember hearing a lot about learning goals. Do you remember talking about learning goals with Ms. Tran, Brady?” Brady nods. “What were the learning goals for this storytelling project?” “I think we’re doing story elements—character’s motivation and foreshadowing. And show our writing in a digital story. But I thought we could remix. Isn’t that what you told us?” “I did; that’s true,” Mr. McCallen recalls. “Tell me what you remember about remixing.” Brady starts to explain and realizes as he’s talking that he hasn’t really remixed content into something new, that he’s popped in a whole video instead. He looks up at the ceiling and releases a big sigh. He looks back at his teachers, worry in his face. Mr. McCallen says gently to Brady, “It will be OK. Your bus is going to be called soon, so there isn’t a lot of time to do anything here this afternoon. I think it might be helpful if we check in with Ms. Tran tomorrow. I’m sure she’d be interested to see more of your drawings.” “But it’s due tomorrow!” Mr. McCallen leans toward the student. “Let’s do this. You go home and think about one idea for your main character. I’ll talk to Ms. Tran and see what options she might have to help you get more of your drawings and your ideas into the story.” Mr. Alonso picks up on the librarian’s effort to retain Brady’s enthusiasm while shifting the output to demonstrate Brady’s own ideas. “That’s a great

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idea, Mr. McCallen. Brady, let’s close up your computer and I’ll walk you down to catch your bus.” Brady’s disappointment is clear in his posture as he exits the library with Mr. Alonso. Mr. McCallen watches them go and then checks the clock. He needs to talk with Eileen Tran and ask for some extension time for Brady— and to try to figure out if other students have also taken well-intentioned shortcuts. The teachers might want to revisit the assignment expectations with the fourth graders.

Questions for Reflection and Conversation 1. Is Mr. McCallen’s assessment of Brady’s work accurate? That is, does Brady’s use of the video clip lack the level of remixing that qualifies as “combining original assets in a unique way” as the ISTE Standards: Students describe (2016)? 2. In this situation, the school librarian must decide how to recognize the student’s effort and, at the same time, offer guidance on creative and fair use of intellectual property. What are some strategies for teaching younger learners about these concepts? 3. The teachers in this story are navigating a balance between opening up student choice and opportunity for creativity, and introducing confusion or misinterpretation. What supports do students need to follow assignment expectations while exercising choice? 4. In your opinion, was the technology integration a worthwhile risk for teaching and assessing language arts skills around story and writing? Was the technology a value-add or a distraction?

Additional Resources Knowledge Quest December 2016 issue: “Copyright and School Libraries in the Digital Age.” From this issue, some recommended articles for refreshing and sharing your knowledge of copyright are the following: • Butler, Rebecca P. “Copyright Basics & Review,” 8–17. • Johnson, Yvonne M., and Nicole M. Johnson. “Copyright Resources for School Librarians,” 18–24. • Johnson, Wendell G. “Copyright Updates for K–12 Librarians,” 26–32. Lamberson, Nicole. “Six Copyright Concepts Your Students Should Know.” Copyright Creativity at Work. Library of Congress Blog. (November 19, 2020). https://blogs.loc.gov/copyright/2020/11/six-copyright-concepts-your-k -12-students-should-know. As the title promises, this blog post offers concepts about copyright, such as “everyone is a copyright owner,” each with supporting resources, varied in format: handouts, videos, more blog posts, and websites. This article takes

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an empowering stance rather than a discouraging and intimidating list of don’ts. Morris, Rebecca J. “Chapter 4: Digital Storytelling.” In Janice M. Del Negro and Melanie Kimball, Eds. Engaging Teens with Story: How to Inspire and Educate Youth with Storytelling. Libraries Unlimited, 2017: 43–70. Digital storytelling, from oral histories and newscasts to book trailers and games, offers teens avenues for participation, independence, and choice. In library settings, school and public librarians offer guidance and opportunity for teens’ story creation and sharing in virtual and in-person communities, as well as access to devices, tools, and internet, supporting equity of opportunity. Anecdotes and interviews reflect how these ideas are being explored in library spaces. Morris, Rebecca J. “Chapter 13: Digital Storytelling.” In Janice M. Del Negro, Ed. Storytelling: Art & Technique. 5th ed. Libraries Unlimited, 2021: 289–319. In this chapter, digital storytelling is examined through the lens of traditional stories told in the oral tradition. What aspects of that shared telling experience hold up in digital modalities, and what changes are introduced through the affordances of digital tools for creating and viewing? Using steps described in this chapter, librarians and educators can leverage digital storytelling to sustain storytelling among learners and introduce new dimensions of telling and experiencing story. Examples from librarians illustrate the concepts of digital storytelling.

3.4 UNITING FOR INFORMATION LITERACY Context After observing trends in student research projects that fail to integrate grade-appropriate information literacy skills, a district’s staff of school librarians is interested in selecting a research model for student inquiry.

The Story Roshani Fathi clicks through sixth graders’ slide shows about rainforest diversity. At a glance, the presentations are well done, with sleek formatting, eye-catching photos, and some evidence of collaborative work, at least according to a final slide that credits two students per project and lists their contributions. But a closer look reveals very little in the way of a research question or a lens to frame the project. All bear a similar title, like “Let’s Go to the Rainforest!” or “Exploring the Treasures of the Tropical Rainforest.” No sources are listed, except for a mention here and there of the class textbook and Google Images. Although the work appears to align with science standards about tropical rainforest diversity, there doesn’t seem to be a compelling or standards-based reason for students to be creating these slides.

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Roshani wishes that the assignment had pulled in some information literacy learning, maybe developing a question for inquiry, selecting sources, and using information ethically and responsibly. And that’s not to mention skills in searching and using the school’s research databases, which Roshani offered to teach, but the teacher declined, explaining time and efficiency as concerns. Students seem to have done much of the information gathering at home, with time for the slide shows and teamwork components at school. Roshani is the middle school librarian at Sullivan Middle School, a school serving about six hundred students in the Harmar Sound Regional School District. She’s accustomed to catching glimpses of student projects that don’t demonstrate critical thinking, evaluation of sources, or constructing a good inquiry question, like this project, which reads like an illustrated vocabulary list but which students call “their research.” There are some bright spots in terms of inquiry, like seventh-grade world language classes writing and illustrating travel journals of imagined firstperson stories; a sixth-grade ELA class analyzing primary-source photographs and posters; and seventh- and eighth-grade classes exploring math connections to real-world applications and careers. Still, the examples that are less than stellar are many, like biographies of world leaders that reveal a basic cut and paste from the library’s biography series. Though the teachers love the consistency of the book series, Roshani wishes they would use the reference databases for some variety in source or even widen the lens of the project and have the students learn about lesserknown figures or the counterstories of commonly known events of the times. The long-standing eighth-grade American history timeline project is another that could use improvement. Students tend to get caught up in the drawing and display and delve very little into cause and effect or text-based evidence. Another sixth-grade project is coming up—this one a science unit on invasive species, which could be a great opportunity to ask challenging questions, find cross-curricular connections, and use the new science database. But Roshani’s offer to help design the project was met with a noncommittal “Oh, let’s see how it goes” from the teachers, with promises to “let you know.” And she could go on: from the eighth-grade scope and sequence, she knows that coming up, ELA classes will be learning strategies for finding and using information in books. Roshani had a whole lesson ready, using the library collection to compare different kinds of informational and nonfiction examples for relevance to a research question, but the teachers preferred to use their textbook examples and move on. Well, perhaps all these stories will help make her case: after feeling disappointed at the level of research and inquiry skills being taught to the middle schoolers, last month Roshani suggested to the library department chair that the team of librarians consider an effort to select and introduce a research model to the district. The chair, a high school librarian named Dawna, was quite receptive, commenting that for some time she had wanted

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to work toward aligning the library curriculum with a research model, and the idea had just never gotten off the ground. The librarians meet as a team regularly, once a month, rotating meeting places around the district. As a whole, they stay current in the school library profession. Several are involved in leadership in the state association or AASL, or both. One has a popular blog. But things aren’t all rosy within the department. Not everyone is interested in trying something new. Some of the librarians prefer to nurture and elevate their own favorite aspects of the job—author studies, reading clubs, digital citizenship, coding and computational thinking. And yet, other librarians report similar concerns; chair Dawna even mentioned to Roshani that an elementary librarian had requested they talk together sometime about reenergizing what he thought were tired book reports. Roshani was only too happy to agree when Dawna asked if she’d be on board to colead this effort, and now they need to map out their approach.

Get Out the Compass: What Should They Do Next? Dawna and Roshani know they need to break down this big idea into some goals and action steps and that they have to worry about not only the teachers’ buy-in but also that of members of their own department. Here are some of the topics and questions they’re working with: 1. What are the intended outcomes of discussing research and inquiry as a school library department? How do these goals align with those of classroom teachers, building-level initiatives, and the district’s strategic plan? Might these goals be broken down into some smaller goals and longer-term goals? 2. Are there some interests of the librarians that might be met concurrently through this process, such as making better use of library makerspaces, to strengthen buy-in and work toward related objectives? 3. Is a research model the appropriate direction for the school libraries to pursue? And if so, what models are out there for the team to consider? 4. Who are some potential partners? When and how will this effort include other stakeholders, including administrators and teachers—during the exploration phase? Or later, during the implementation? 5. Thinking down the road to implementation, should the library department consider “baby steps” and bigger initiatives to get this effort up and running? Or decide on these elements at a later point?

Questions for Reflection and Conversation 1. What are your experiences in using an inquiry or research model at school? • If you use a model currently, is your instruction part of a coordinated effort among other librarians and teachers? What strategies are in place, or would

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2. Do you think the source of Roshani’s frustration is a lack of rigor in inquiry and information skills incorporated into student learning? Or is it a lack of willingness on the part of teachers to collaborate with her or listen to her suggestions? 3. If the school librarians do adopt a research model for the district, what else will Roshani and her colleagues at the other schools need to introduce the model successfully to teachers and students? What supports, structures, and steps might be required? 4. How might Roshani and the librarians in this story inform parents and caregivers about the adoption of an inquiry model? How might families be involved in this learning—for example, with guidance about helping their children with assignments at home or understanding the purpose of grades they have seen and projects that students have completed? 5. Thinking about Roshani’s observations on “big projects,” how might the integration of an inquiry process help her to convey to teachers that it’s OK to move away from polished but time-consuming formal research projects and toward smaller but still meaningful explorations of inquiry and research?

Additional Resources The librarians in this story might consider these models and related resources as they explore research models. Guided Inquiry Design. Carol C. Kuhlthau and Leslie K. Maniotes. https://guide dinquirydesign.com. The Big 6 and Super 3. Mike Eisenberg and Bob Berkowitz. https://thebig6.org.

Access the Stripling model of inquiry, by Barbara Stripling: • View the model and read about inquiry as it pertains to digital literacy: Stripling, Barbara. “Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry.” School Library Monthly 26, no. 8 (April 1, 2010): 16–19. https://schoollibraryconnection.com/Content/Article/2197445. • Read sample questions for each stage: Stripling, Barbara K. “Reflective Questions through the Process of Inquiry.” School Library Connection. (January 2022). http://schoollibraryconnection.com/Content/Article/2272911.

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These articles offer a look at inquiry processes as implemented in schools. Fontichiaro, Kristin. “‘I Can’t Do Inquiry! I’m on a Fixed Schedule!’” School Library Monthly 30, no. 5 (February 2014): 49. Fontichiaro, Kristin. “Using Data Visualizations to Spark Inquiry Conversations about Health.” Teacher Librarian 48, no. 3 (February 2021): 55–57. Kristin Fontichiaro’s concept of “nudging toward inquiry” makes the impossible possible for school librarians seeking to implement inquiry within the confines of a fast-moving, fixed-schedule day and evolving areas of need in schools. The first piece listed here offers quick solutions for integrating bite-sized inquiry moments into instruction. The second article is a more recent examination of an opportunity for librarians to lend inquiry expertise: connections to data literacy instruction. Lambusta, Patrice, Sandy Graham, and Barbara Letteri-Walker. “Rocks in the River: The Challenge of Piloting the Inquiry Process in Today’s Learning Environment.” Knowledge Quest 43, no. 2 (November 1, 2014): 42–45. School librarians in Newport News, Virginia, reflect on their department’s process of updating and implementing a district inquiry model to provide students more support for constructing inquiry questions. Levitov, Deb. “School Libraries, Librarians, and Inquiry Learning.” Teacher Librarian 43, no. 3 (February 2016): 28–35. Deb Levitov examines the evolution of inquiry in school libraries and its alignment to academic learning standards. Although the standards described reflect the 2016 publication date of this article, the overall picture transcends the moment: local and national standards shape opportunities to align goals and activities of inquiry. Stripling, Barbara K. “Advocating for the ‘Why’ of School Libraries: Empowering Students through Inquiry.” Knowledge Quest 48, no. 4 (March 1, 2020): 14–20. Barbara Stripling suggests three components of focused, coordinated advocacy for the school library program: (1) demonstrating impact on student learning, (2) varied ways of collaboration with others, and (3) sharing the success of students with target audiences. Read this piece for an overview of Stripling’s inquiry process and how to align the steps with the library’s overall efforts toward advocacy.

3.5 PILOTING A FAMILY BOOK CLUB Context A middle school librarian is approached by the PTO to offer guidance on organizing a family literacy event, and the librarian notices some potential problems with their plans.

The Story “We are just so thrilled to have you on board! Thanks for meeting today!” trills Yolanda Preta, the copresident of the Baden Middle School Parent Teacher Organization as she waves and walks out of the library, her arms

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full of books, a tablet, and a clipboard, her preschool son at her side, pushing a toy stroller. School librarian Laura Blanco nods and waves back, turning to the sixth graders gathered for their lunchtime book club. “Are we having another book club?” they want to know. “What are we reading?” “Was that Mason’s mom?” Laura was just reading an article about the benefits of parent involvement in the K–12 school library; she wants to go back and see if they said anything about potential pitfalls. “The PTO is starting a new family reading club, and yes, Mason’s mom was here to tell me about it,” she explains to the group of eight eleven- and twelve-year-olds gathered at two big library tables. While they eat, they chat about that month’s book—and debate and revisit passages and share the latest sixth-grade updates with each other. Laura sits down at an empty spot at the corner of the group. She mostly listens to the group’s conversations, guiding gently when they need it. “We have just a few minutes left before the bell, folks,” Laura reminds them. “Did you have any more ideas about what you want to read for next month?” For a few of them, being here with friends instead of the bustling cafeteria is the goal, but most of them are avid readers and passionate about what the club reads. They read one common title a month, and they also talk about other books they’ve read and authors they follow on social media. Laura soaks in their fervor and wishes that the rest of their middle school experience could be as welcoming and happy. “Do you get to pick the books for the new club? Can we help?” a brownhaired girl wearing a sparkly denim jacket asks, looking at Laura with excited eyes. “No, it sounds like they didn’t need me for that part,” she replies. “Just some help with getting the word out.” “Oh, that’s too bad. I have some good ones I could have told them about.” Me too, Laura thinks, and says to the student, “I know. You always have great suggestions.” The girls shrugs and turns back to the table, where the students offer up ideas for their next book and clean up their lunches while the lunch period winds down. “Thanks, kids. Let me know what you decide and I’ll request the books. Selena, your tablet is still charging by the window.” “Thanks, Mrs. B.!” Selena runs over and grabs the tablet. “It’s so much easier to read on here. Can I put the next book on too?” “For sure. And your science book too.” “Nice! I’ll come back later.” As Laura pushes in the last few chairs, she looks over the typed list that Mrs. Preta left with her. “Baden Reads!” announces the heading, with the words “Let’s do this” topping a task list dotted by cheerful

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smiley face icons instead of bullet points. The PTO has the plan for the reading club carefully mapped out, and from the log of activities Mrs. Preta flipped through earlier to point out some details, it appears they’ve been planning for several months. The goal is admirable: to encourage families to read together as part of a shared celebration, starting with Read Across America Day in early March and extending through the end of the school year. Leaning into the “one book” format, a new title will be featured each month. Mrs. Preta explained that they have selected a short novel, a graphic novel, and a memoir written for teen readers. The PTO consulted with the reading specialist on the reading levels, she noted, and mentioned that the books were all published in the last couple of years. A subcommittee is finalizing a series of events for each month, including suggested discussion topics, extension activities to share at home, and meetups to talk about the books and socialize. In keeping with the PTO’s reputation for efficiency and attention to detail, the organization seems logistically sound, and Laura has no doubts that the enthusiastic PTO volunteers will deliver on their tasks. But some aspects of the book club raise concern for Laura, and not because she feels excluded from organizing a school-wide literacy activity— though this does bother her a little. And Mrs. Preta has asked her to suggest some read-alike books, promote the event with classes and on the library social, and invite students to design posters to print with the poster maker in the library makerspace. But lending time and support to the club probably signals approval of the plan, which Laura thinks falls short in several places, starting with getting the books in the hands of readers—something Laura thinks carefully and deeply about every day. For library book clubs, like the sixth graders who met today, the students read library copies, share personal copies if they have them, plus Laura orders copies via interlibrary loan, occasionally buying a title for the library collection if they don’t have it. And she’s working with the kids to have them read more books on their devices, which gets more traction with some groups than others. All the middle schoolers have access to ebook readers to take home, but sometimes selection of titles or simultaneous use privileges can be spotty. Many students, like Selena, borrow tablets and other devices from the library, and Laura is always looking for ways to organize and promote ebooks. And not all book clubs do shared reads. Over the years, clubs have formed to talk about themes or genres they’re into, like fantasy books, favorite graphic novel illustrators, or series. It’s book club culture for kids to pass along personal copies, borrow school library books, and sometimes just meet to chat. For her part, Laura offers ideas, listens in, and gives suggestions. She also helps with the organization, scheduling the library, and arranging to have students get permission to bring lunches from the cafeteria. She offers advice in setting up expectations, even gentle ones, around accountability and participation.

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What she doesn’t do is select the books; the topics, books, and how the groups function are up to the students. Laura believes that the student-run book clubs—and any library-supported club—are opportunities to engage in student leadership, a chance to shape reading identities and middle school selves, and an exercise in agency in selecting books and contributing their ideas to a group. Over the years, Laura has observed that for some students who aren’t interested in student council or won’t be a sports team captain— and indeed, some who will do both—library clubs, low-key as they may be—evolve into an important part of the middle school experience. The PTO’s idea of a one book, one school seems to center on families purchasing books that the PTO has preselected. They are partnering with a local independent bookstore, owned by a school family, to order and distribute the books. The PTO isn’t funding or defraying the cost of the books, though Laura noticed a monthly giveaway in Mrs. Preta’s list of information for the posters. Laura is guessing that, at minimum, the cost to participate in all three months of reading will land at about $25-$30 per family.

Get Out the Compass: What Should They Do Next? This part of the plan is sounding alarm bells for Laura around issues of equity and access. To some extent, Laura appreciates that she was included in a school-level literacy-related event, and at the same time, she wishes that she were brought in the loop sooner so that she might have introduced these concerns earlier. She has lots of questions, some for self-reflection and some to ask of the PTO volunteers directly. 1. Has the PTO considered the possibility that the cost of buying the reading club books may limit or prohibit some families’ participation? What scenarios or solutions were discussed? 2. Are any plans under consideration to invite families to borrow books or share books? What are the expectations for the “reading schedule” each month—that is, might the schedule of events be planned to accommodate sharing of books? How much do the planned activities rely on having read the books? 3. What other options might be considered for getting books into students’ hands? Could ebooks, multiple copies, or rotating sets of books perhaps ease the financial expectations? How might the library help? 4. Were students involved in the book selection, and if so, how? Could their opinions be included in some way in the activities? 5. Laura isn’t sure she should even mention this, but a big goal of hers is promoting reading with struggling readers. Are any of the books higher interest, lower reading level? 6. Perhaps most importantly, should Laura speak up at all? What would she aim to accomplish in speaking up? How might she feel if she chose not to say something?

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Questions for Reflection and Conversation 1. What might you do as the school librarian in this circumstance—speak up or keep the concerns to yourself? Can you perhaps think of another strategy, like pulling in another staff member to hear their reaction? 2. Let’s consider content of a potential communication first and then shift to strategy in forwarding her concerns. First, what topics should Laura prioritize in speaking her opinion to this PTO leader? 3. What communication strategies might Laura need to employ here? She is likely aiming to balance many considerations, from appreciation for an effort to promote reading, to a friendly way to inject her expert opinion. Perhaps the politics of a bigger picture of the PTO’s role in the school and the library are on her mind, too, as well as funding, advocacy, and support for the library and relationships with families and caregivers. 4. If Laura has the opportunity to offer suggestions to address her concerns, what ideas might she put forth as equitable solutions for increasing participation and access? 5. What outcomes and concerns might be part of Laura’s decision on whether to step in or not? On one hand, Laura may want to avoid getting too deeply involved and accountable for a program that she doesn’t think is reflective of her professional values. But on the other hand, she may be motivated to step in if she thinks that students would benefit from her contributions.

Additional Resources Johnson, Mica. “Reading Promotion for Middle and High Schools.” Knowledge Quest Blog. (November 15, 2017). https://knowledgequest.aasl.org/readingpromotion-middle-high-schools. This blog post packs a punch with a short list of ideas for getting secondarylevel learners reading and talking about it—or not, as in the case of a silent reading party. Be sure to look for the sample “What I’m Reading” sign, an easy way to start conversations about books and model reading around the school. Riojas-Cortez, Mari, Belinda Bustos Flores, Howard L. Smith, Ellen Riojas Clark, and Karen Smith. “Cuéntame un Cuento [Tell Me a Story]: Bridging Family Literacy Traditions with School Literacy.” Language Arts 81, no. 1 (September 2003): 62–71. Although this article reports on a preschool program, the ideas might be adapted for elementary-level learners and their families. Over a five-day period, families engaged in a “parent institute” designed “to identify the family’s literacy traditions and connect them with the school’s literacy” through story sharing, creating, and telling. Among the recommendations for drawing in families’ languages and cultures are collecting family stories for books and home literacy bags, welcoming families to tell stories at school, and opening opportunities to view and learn about families’ teaching styles. Scholastic. “Kids & Family Reading Report. 7th Edition.” (2019). https://www .scholastic.com/readingreport/home.html. This document reports on a 2018 study (notably pre-pandemic) of reading and books, with a population of 2,758 parents or stepparents of children in age

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groups zero through five and six through seventeen, with the latter age group also participating in a survey. Survey findings are grouped into categories of “Reading to Navigate the World,” “Books & Characters to Reflect Our Diverse World,” and “Access Matters.” Infographics address what kids want in books and what parents want in books for their kids. Scholastic Parents Staff. “20 Ways to Keep Your Middle Schooler Interested in Reading.” Scholastic Parents. (February 1, 2022). https://www.scholastic.com /parents/books-and-reading/reading-resources/developing-reading-skills/17 -ways-to-keep-your-middle-schooler-turning-pages.html. A resource designed for parents and caregivers, librarians might find a gem or two here to use or share, such as the opportunity to listen to audiobooks, inviting older readers to read to younger children, and preparing “grab and go” reading packs. Soltan, Rita. Solving the Reading Riddle: The Librarian’s Guide to Reading Instruction. Libraries Unlimited, 2010. Starting with a primer (or refresher) on reading instruction through the decades and landing in today’s world of reading across formats and emerging genres, this book has relevance and application beyond the focus readership of children’s and youth librarians. Chapter 5 suggests strategies and rationale for engaging with families in the role of “Family Reading Coach.” Also useful is the “Glossary of Reading Instruction Terminology,” which may support understanding of reading scores and school initiatives as well as collaboration with reading specialists, literacy coaches, and classroom teachers. Tamer, Mary, and Bari Walsh. “Raising Strong Readers: Strategies for Parents and Educators to Encourage Children to Read—From Infancy to High School.” Usable Knowledge. (March 1, 2016). https://www.gse.harvard.edu/news/uk /16/03/raising-strong-readers. This list is adapted from the guidebook, Encouraging Your Child to Read. Concise, bullet-point information about literacy development is presented in categories of “What to Know,” “How to Help,” and “Benchmarks.” Age groups extend from baby to young teen, the latter described as grades six through nine. This information would be useful content for family literacy pamphlets or workshops. Download the full guidebook at https://www.yumpu.com/en/document /view/48991092/encouraging-your-child-to-read-takepart.

3.6 CURATING IS THE THING Context A parent of a high-achieving student is concerned that their child “didn’t do the work” when the end product of an assignment was “only” an inquiry question and curated collection of resources.

The Story Librarian Aleah Butera rereads the email she received from a tenth-grade parent about a project recently completed by their child Vivian, a straight-A

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student with a calendar full of extracurriculars and volunteer service. The assignment in question was designed by the health teacher and the librarian— an effort the librarian is quite proud of, if she’s being honest. The project was a curated digital collection presenting analysis of a range of types and formats of information sources on a topic pertaining to teen health and wellness. The parent writes, Dear Librarian and Health Teacher: I am Margaret Marron, parent of tenth-grade student Vivian Marron. In presenting her schoolwork to me during the weekend, Vivian showed me an assignment that she claims to be complete, yet I believe that something is missing. She seems to have an online list of information showing articles, websites, and videos for which she has entered little blurbs and notes. I asked her about the paper or essay that came next in this project, where I would expect to see her utilize this research, but she tells me that this is the project’s end and that she turned it in for a final grade. I don’t yet see her grade in the class grading portal, and I am concerned that the incomplete segment will affect her grade in the class and her GPA, which as you are aware is a 4.0. I wouldn’t want a grade in health, of all things, being a member of the health profession myself, to sully her grade or class standing. Please advise. Best regards, Margaret Marron

It’s clear that this parent has rigorous and specific expectations for their child’s academic performance. It’s not often that the health teacher, Marco Brannon, hears complaints about assignments in health class, though in his recollection, the scant feedback he’s received over the years usually takes a different bent. That is, parents have dismissed notices of their students’ missing homework or failed quizzes, claiming that “it’s just health class,” but never has he seen a parent seeking more work from their child. The project that doesn’t line up with Vivian’s mom’s expectations for tenth-grade research was actually constructed through a very planned-out series of steps, which, librarian Aleah notes now, wouldn’t necessarily be visible upon a glance at the final products of learning. Although the project was mostly Aleah’s idea, it came about when Marco mentioned in the lunchroom one day how difficult it was to get students to complete homework for his class. Why not have them work in class?, Aleah wondered. “Come to the library,” she offered—and the project took off from there. First, students developed individual inquiry questions on topics like body image, veganism and vegetarianism, and opioid abuse and then

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workshopped their questions in small groups of peers to create questions that were complex and interesting to research. Guided by a tutorial in a health reference database, the students worked first within the database to find information and take notes, and then they conducted internet searches via three different search engines. Leveraging the class format of three days of health, alternating with three days of physical education, Marco and Aleah designated the first cycle of the rotation for research and the second for engaging with sources. In that second set of three days, students used digital curation apps to visually display the sources, accompanied by short critical annotations and interpretations. The learning activities align with competencies set forth in the library and technology standards as well as curriculum in tenth-grade health and physical education. The ELA teachers also provided support in the planning of the lesson by explaining media literacy skills that the students should be expected to know and demonstrate. Vivian demonstrated all the learning objectives of the assignment; in fact, the teachers commented when reviewing the assignments that her work would make a good sample for next time. Would mentioning that help her mom understand the value of the work? Aleah needs to connect with Marco about replying to this email, and these are a few of the things she wants to address.

Get Out the Compass: What Should They Do Next? Here are the questions that health teacher Marco and librarian Aleah will be sorting out. 1. What’s the best way to communicate with this parent? Should they respond in kind and send an email? Might they request an in-person meeting or phone or video call? If they planned a meeting, one advantage might be that they could have Vivian’s project ready to talk through and explain how she met the learning outcomes. 2. In addition to the health curricular objectives addressed by this assignment, students practiced and demonstrated information literacy skills: defining a question for inquiry, listening to feedback of peers, working through a systematic process of seeking, evaluating and organizing information, and communicating the results of their inquiry. How might the librarian convey this perspective to a parent, who Aleah fears may not value this aspect of the learning? 3. Should they share this parent’s concern with school leaders? The potential people to contact are the chair of the health and physical education department and the school principal. Would doing so mean risking being advised by administration not to upset the parent?

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4. Thinking about going forward with this style of inquiry project and feeling some self-doubt, Aleah wonders about the design of the assignment. Should they consider an adjustment for next time? One day they were thinking about more projects with less traditional learning products; now they wonder if they should revisit more standard essays and papers.

Questions for Reflection and Conversation 1. How might you explain to a parent, caregiver, or community member what “curating information” means today and how this is a more rigorous task than it might appear? 2. On a similar note, what communication strategies or examples might be helpful in explaining a library learning experience to someone who might have different expectations for what students do in their school library? You might think of a parent/caregiver, a principal, or classroom teacher. How might the educators in this story adopt these practices of communication? 3. Have you experienced a parent or caregiver questioning an assignment that involved the library, perhaps in a collaborative project, a book or author study, or a library class activity? What was the concern, and how did you respond? 4. What do you say to the self-doubt that the librarian in this story is feeling? Should she and the health teacher consider reverting to more typical research projects or stay the course and aim for more learning opportunities like this one?

Additional Resources Abilock, Debbie. “A Librarian Asks ‘How Can I Assess Student Curation?’” School Library Connection. (May 2020). http://schoollibraryconnection.com/Content/Article/2245792. School librarians value the learning involved in curating resources, but how might curation be assessed, such that learners and instructors can understand and support progress toward a learning objective? Debbie Abilock suggests assessment according to the following criteria: authenticity, findability, specificity, and audience—all aligned to the particular contexts and goals for learning. Dugan, Jamila. “Co-constructing Family Engagement: Educators Need to Get Past School-Centric Activities and Take Steps to Create More Generative Relationships with Families.” Educational Leadership 80, no. 1 (September 2022): 20–26. This article examines current practices and assumptions that educators and schools (as institutions) may hold regarding parents and caregivers’ trust and interests in their children’s schooling. Opening up two-way partnerships and shared dialog about goals, even through small but meaningful actions, is inclusive practice. An insightful chart lines up assumptions with counternarratives around what parents want, how trust and care develop, and responsibility for student success.

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Rogers-Whitehead, Carrie. “Educators: Help Parents Talk to Their Kids about Tech.” ISTE Blog. (November 16, 2021). https://iste.org/explore/digital -citizenship/educators-help-parents-talk-their-kids-about-tech. Share this list with parents and caregivers directly, or use the prompts for content in the parent section of your library website or in communicating with parents. Grouped in sets of questions for learners eight and under, ages eight through thirteen, and ages thirteen through seventeen, questions probe aspects of the social and emotional experiences of being online, privacy, and understanding what kids seek when online. Find more ISTE blogs and articles under #parentengagement. Spiering, Jenna, and Kate Lechtenberg. “Rethinking Curation.” Knowledge Quest 49, no. 3 (January 2021): 52–53. This article presents research conducted within school library education courses, investigating how curation skills are presented and practiced by students learning to be school librarians. Among the implications for school librarians are that curation is collaborative, school librarians benefit from disciplinary literacies in supporting curation processes, curating according to conceptual rather than topic knowledge is an area for ongoing growth, and that multiple perspectives within a subject or research area should be considered when collecting resources. Valenza, Joyce Kasman. “Curation.” School Library Monthly 29, no. 1 (September 2012): 20–23. This article is a classic go-to for introducing the principles and necessity of teaching curation skills to today’s learners. Although the specific resources show some age, the positioning of curation as a “life skill” is more important than ever. And librarians are still grappling with the questions author Joyce Valenza puts forth, such as “How do we avoid the role of gatekeeper?” and “How do we protect and promote ideals of intellectual property?” Access tip: this article is available via ERIC.

4 Access to Materials and Spaces What do you picture on reading the words “super secret shelf”? It sounds scandalous, right? A middle school librarian I know had one of these—and the problems it suggests far outweigh the scintillation factor. The shelf in question was really just a snazzy decorated space near the circulation desk—with titles intended for eighth graders ready for high school–level books. I can’t remember how she monitored the shelf or invited readers to browse it, but on hearing about this idea, I remember thinking at first that it might be an elegant, even appealing, solution to managing the tangle of reading interests and levels that is typical of middle schoolers. By separating the titles of interest to eighth graders, they got to feel special and acknowledged as older readers soon ready for high school. Sixth graders weren’t going home with books that they couldn’t yet read. If you’re gasping or shaking your head, indeed, twenty years later, I am as well. Looking back now, I’m embarrassed to admit that it wasn’t the outright recognition of the principle of access denied that prevented me from creating a “super secret” shelf for our middle school library, even though the act of simply typing this anecdote now sounds all the alarm bells. Rather, it was the practical matters that didn’t make sense to me. How did titles end up on the shelf—would one pull titles already shelved elsewhere in the library? Or would books for the shelf come from new orders of more “mature” titles just for eighth grade? What would I do about the inevitable ask from a seventh grader who found a book in the catalog and asked for help locating it? Say, “No, sorry, it’s on the super secret shelf”? In hindsight, all my questions pointed to the principle of access. Creating restricted shelving is right there among practices to avoid in “Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights,” along with “imposing age, grade-level, or reading-level restrictions on the use of resources” (originally adopted by the American Library Association Council in 1986 and most recently updated in 2014).

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Unlike meeting height restrictions for amusement park rides or passing swimming tests to jump off the diving board, in principle—though not always in practice—readers shouldn’t need to demonstrate a level of mastery or physical readiness to access library books in their school libraries. No one is going to drown by reading a book. It’s not inherently dangerous to encounter a book before a reader is ready, nor is starting to read a title and realizing that it doesn’t suit you—despite what factions of book challengers contend. Rather, these interactions with books that aren’t quite right help shape understanding of what is just right—for that reader, at that moment. This is a sensibility and identity that change over time. When I was in second grade, I checked out a school library book on the French foreign legion because I was taking kiddie French classes, the book seemed impressive to carry around, and I guessed that I’d enjoy it. Big surprise: I soon exchanged that heavy book with the red-and-black library-bound cover for something that I could read. And from that experience, I grew a little—a little humility, some understanding about asking for help from the librarian, and a better sense of what I was interested in reading. In this chapter, we’ll consider more school library stories relating to access, that core value of libraries and librarianship that is tested nearly daily in today’s charged political era. Put very simply, we might say that access is about ensuring that patrons can get the information that they need or desire, when and where they need it. But as these anecdotes suggest, and librarians know deeply, access is far more complex than opening the library doors, physical or virtual, and crossing fingers that people and books find one another. Librarians serving public, academic, school, and special libraries strive to foster, strengthen, and sustain access by an ongoing process of working to understand their patrons and communities, including their diverse assets, information needs, and interests. This is a complicated concept to unravel in most any library setting, as potential barriers to patrons’ access to library spaces and materials are numerous. Familiar to public librarians are such issues as lack of convenient transportation to libraries, limited operating hours, inadequate accommodations for users with disabilities, users with no internet or devices at home to use virtual resources, strained levels of staff to provide services, developing literacy and/or information literacy skills, concerns pertaining to library fees and policies, and language barriers. The structured environment of PK–12 schools reveals some similar and some unique potential barriers to users’ access to library spaces, information, and services. The organization of the library can be a great support— or a great barrier—to students’ access to materials and the development of their skills in recognizing and acting on their information needs. Effective signage and a clear system of organization that students are taught to use along with age-appropriate, reachable, and browsable shelving all strengthen students’ access. On the other side of the coin, labeling books, limiting or

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restricting students’ access to certain shelves, sections, or types of materials limit students’ opportunities to explore and determine what they want and need. Lost or unavailable passwords result in the inability to use features of the library catalog, subscription databases, or other tools. Disciplinary exclusion, that is, being prohibited to use the library as a consequence for misbehavior, for breaking rules or policies within or outside the library, is another scenario resulting in lost library access. School librarians strive to inform, equip, and empower students especially— but also their teachers—to discover what the library offers in terms of materials and experiences and the levels of access and opportunity that students should expect from their library and school librarian. Welcoming, inclusive spaces encourage use, as do schedules that students can remember or at least are clearly posted. Schedules and spaces are often more complicated than students can remember or navigate. In my own experience as a middle school librarian, I experienced a six-day rotation without adequate space or availability to offer guidance during classes. This limited students’ productive use of the library by prohibiting entry or leaving them without support. Librarians can, and are, doing more than throwing their collective hands in the air when access is tested. They gather and analyze data to identify problems pertaining to access and propose and act on potential solutions. Together with parents, fellow educators, the publishing industry, and community leaders, librarians are leading efforts to stand up against book challengers, defending the rights of all students while informing the public of such rights along the way. The stories in this chapter examine access across numerous dimensions, including fine policies for overdue books, rules that restrict browsing and borrowing, schedules and policies that control access to the makerspace, practices of labeling and organizing books, auditing representation of marginalized people and groups in the library collection, and excluding students from the library as a consequence for disciplinary infractions.

Work Cited American Library Association (ALA). “Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights.” (May 29, 2007). https:// www.ala.org/advocacy/intfreedom/librarybill/interpretations/accessresources.

IN THIS CHAPTER The Path Taken: Stories with a Conclusion 4.1 Justifying the Library Rules 4.2 Avoiding Tough Topics in the Fiction Collection 4.3 Excluding Library Users

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Get Out the Compass: Open-Ended Stories 4.4 Proposing a Fine-Free Library 4.5 Analyzing Use of the Makerspace 4.6 Labeling Books

4.1 JUSTIFYING THE LIBRARY RULES Context An elementary school librarian runs into opposition to his strict approach to circulation and borrowing policies.

The Story At Xavier Elementary Center, a small school in a rural southwestern town, school librarian and technology teacher Julian Sinclair is known for the quiet library he maintains, and he’s grown to like that reputation. He’s not a “shusher,” per se, but he does find he’s at his best as a teacher when the library—and the students—are soft in their volume and voices, orderly in their behavior in the space, and calm during learning activities. Some of his practices toward expectations for students come from a professional preference for order and calm, but much of this approach came out of a chaotic and troubling first few months at the school when he stepped into this role. Three years ago, the library was just a free-for-all, as Julian saw it, with students always running, shouting, hopping down the story pit stairs, and playing the floor is lava. There was more than one trip to the nurse’s office for ice packs in September alone, including a scary moment when two first graders bumped heads and one got a nosebleed. Now Julian teaches and maintains very strict rules regarding students moving around the library, taking books off shelves, and returning books that were borrowed. For all classes, the objectives of the first four visits to the library involve learning the rules: where to place returned books, where their assigned seats for class will be, how to use and return basic materials like crayons and pencils, how to ask to get up to sharpen a pencil or go to the restroom, and how to behave during book checkout. For library and digital citizenship classes, students practice how to enter and how to line up to exit so that the next class can arrive in an orderly exchange. This strictness crosses over into instruction and book circulation. He prefers order and predictability in the full fixed schedule of classes, and he plans far in advance for library classes for grades PK–5: digital citizenship for first,

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second, and third grades, and computational and visual literacy for grades four and five. The library is not open for book borrowing outside of class time. During the morning, Julian oversees the video announcements produced by fifth graders. He has a lunch and contracted prep period, during which the library is closed. After school, he serves dismissal duty, as do all the teachers in the small school, supervising various groups of students who ride buses, stay for the extended-day program, or queue up for the car line and caregiver pickup. For book browsing and borrowing during class, Julian introduces sections of the library in a certain order. Kindergarten selects books set up on tables until early spring. First and second graders select from an easy section, which includes picture books, early fiction, and nonfiction readers. Third and fourth graders may check out from middle-grade chapter books and certain sections of the nonfiction stacks, and fifth graders may select from any section of the library. Three students at a time may browse, while others in the class work quietly at tables. The rigid policies don’t end with the students. Teachers must request books for projects one week in advance using a written form. Julian doesn’t prohibit teachers from browsing the library shelves, but it’s not his preference for people to wander. When teachers come in, he usually asks if he can find something for them, which tests his social comfort zone a bit but also fulfills what he views as a helpful service and effective way of keeping distractions at a minimum while teaching. For similar reasons, he declined an offer to have PTO volunteers handle clerical tasks during the school day, preferring instead to stay after school to reshelve and get the library ready for the next day. Every year, Julian has gotten a few a parent or teacher questions about policies and occasional pushback on the rigid regulations, such as the limit on number of books borrowed (one) and the minimal opportunities to browse the shelves freely. Every time, he responds with a rehearsed explanation, sometimes even cutting and pasting previous replies or excerpts from the library mission and polices in his written communications. If families are interested in a different experience, he points them to the public library and mentions their relaxed rules about borrowing and access. If teachers are seeking a different experience, then he is happy to create a book cart to send to their classrooms. Today, Julian has received an email asking for reconsideration of the library’s standard consequence for unreturned books: students who forget their book on library day may read a book or magazine during library time and select a new book on their next class visit to the library. Couldn’t a student just take out a second book that day, writes a third-grade teacher, or maybe place a book on hold to pick up the next day, so they don’t feel left out and don’t have to wait so long for something new to read? Julian recognizes the situation this teacher is writing about; this week, several students in her class forgot their library books. When sitting at their table reading the

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selection of graphic novels, comics, and fact books that Julian thinks best serve casual reading in a short sitting, the students became noisy, and Julian had to separate them into different tables. They probably complained to the teacher, whose classroom is a much more boisterous environment than Julian’s quiet library.

The Path Taken: What Did They Decide to Do? The hold idea isn’t bad, Julian acknowledges, but does he really have the space for a hold shelf or the time to check out books to students popping in while other classes are in the library? Extra students in the space could be distracting. And many of the teachers have classroom libraries, anyway, including this teacher. It’s not like the students have no books to tide them over until next library day. Julian writes a cordial but firm reply to the teacher, denying this request to make any changes to the library circulation rules. In his email, he briefly explains that the rules and order are required to maintain the library’s busy schedule of classes, to supervise children in the library, and to take care of books purchased with a small budget. The Xavier school library’s mission is to provide a focused introduction to library systems of organization, establish skills in taking responsibility for library materials, and promote independent reading. He explains that the circulation policies support all elements of the mission, and though he appreciates the suggestion, it is his professional opinion that the current polices are effective and appropriate. He clicks “Send” and hopes that his reply will suffice. He wonders, Is it time for an all-school reminder of the policies, perhaps, to prevent the need for further emails on the subject?

Questions for Reflection and Conversation 1. How does Julian, the school librarian in this story, view learners’ access to the school library? What are his priorities? 2. In reviewing the standards and guidelines for school librarians (such as the AASL [American Association of School Librarians] National School Library Standards and ALA’s “Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights”), how does Julian’s understanding of access reflect expectations set forth in professional documents? 3. What are some specific concerns that you identify in this library’s practices and policies on students’ access to the library space and materials? 4. Thinking of these practices and policies, which of these might be within Julian’s control, and what issues might be reflective of school-wide policies? 5. Have you observed, or maybe held yourself, policies similar to Julian’s? How might you classify these concerns into categories of pragmatic (practical), philosophical, and personal preference of the librarian? In your own

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experiences observing or using such policies, can you describe the rationale or circumstances? 6. What are some options that Julian might consider to expand users’ access to library spaces and materials?

Additional Resources Barron, Laurie, and Patti Kinney. We Belong: 50 Strategies to Create Community and Revolutionize Classroom Management. ASCD, 2021. The fifty thoughtful strategies in this book are organized over seven chapters. Each examines settings or circumstances that enable “belonging” to thrive, such as “Belonging Thrives on Consistency,” where procedures and protocols are covered, and “Belonging Thrives on Students Working Together,” about collaboration. Though not specific to school libraries, the principles in this book are quite relevant to questions and goals of school librarians and might even illuminate teaching practices and concerns of your classroom colleagues. Holbrook, Stacy. “Being Proactive: Reduce the Chaos of a Fixed Schedule Library Class.” Library Media Connection 32, no. 4 (January/February 2014): 40–42. What is the difference between “discipline” in the elementary school library and “classroom management”? It’s all in the preparation: discipline is how an educator addresses disruptions and problems; classroom management focuses on planful organization and advance and clear communication of expectations. This approach encompasses everything from planning thoughtful traffic flow and posting understandable signage to establishing rules that are concise, clear, and positively stated, such as “Be respectful to others” rather than the lengthy and negative “Don’t talk when the teacher is talking.” Janosz, Lia Fisher. “Keep Calm and Carry On: Creating Quiet, Cozy Spaces in Active Libraries.” Knowledge Quest Blog. (January 6, 2022). https://knowledgequest .aasl.org/keep-calm-and-carry-on-creating-quiet-cozy-spaces-in-active-libraries. The librarian in this chapter’s story might be the exception to this blogger’s observation about how “no shh” librarians rule the day, but even our fictitious character might be swayed by the promise of calm and order in the spaces Janosz describes. “Sensory Spaces,” “Zen Dens,” and “Hygge Hubs” provide peace, comfort, and even quiet for students spending time in the library. Instead of stern, inflexible rules being taught and enforced, students are welcomed into relaxing spaces that align with today’s growing emphases on guiding learners’ practices of mindfulness, coping strategies, self-regulation, and emotional well-being.

4.2 AVOIDING TOUGH TOPICS IN THE FICTION COLLECTION Context A school task force on representation of diversity in instructional materials finds the school library collection is lacking in topics and titles in certain areas, and the librarian explains that he tends not to order certain books in an effort to avoid controversy or unwanted attention.

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The Story The City of Springville Public School System has embarked on a large, district-wide initiative toward strengthening understanding and responsiveness to diversity, equity, and inclusion. This effort, which some of the school principals and assistant superintendent had been proposing in various forms in recent years without significant traction, grew new urgency in the wake of recent violence, incidents of hate speech, and social unrest in the community. This multifaceted program includes short- and long-term projects intended to engage the school and surrounding community, a city of about 150,000 residents. At the school, these projects include professional development and antibias training for staff and families, service-learning opportunities for students, and support for programs promoting social justice and activism. Community outreach efforts involve conversations and partnerships with churches, police, community organizations, public library branches, and independent schools, as well as town hall meetings. A new volunteer network and a storytelling and oral history series are also in the works. At the school level, a “Diversity in Books” task force is examining textbooks, classroom libraries, and library collections for representation of diverse, marginalized, and underrepresented voices and stories. The group is comprised of teachers, administrators, community members, and parents. An elementary school librarian represents the library department—a group of sixteen certified librarians serving twenty-two schools in the district. A public librarian specializing in children and youth services is also on the committee. The district librarians are provided budgets based on enrollment formulas. Within that number, school librarians have autonomy to make purchases on a site-based level, and indeed, the use of budget funding varies widely. Some libraries in the district’s magnet schools, including visual and performing arts, STEM (science, technology, engineering, and mathematics), and environmental science, collect titles to align with the specialized topics in their curricula. Two of the libraries are very new, having opened along with newly constructed buildings, so their purchases update or extend their already current collections. Other libraries in older or recently combined schools have more dated collections, and their librarians tend to follow a regular routine for systematically analyzing and refreshing their collections. The Diversity in Books group began its work by participating in cultural competence training conducted through an extension program of a local university. The group’s current charge is to conduct a diversity audit of school library titles and core textbooks identified in the district curriculum, along with a review of the selection policies guiding purchases. Baker Barnes is a high school librarian with eight years’ experience at the Garrison Springs High School, one of two high schools in the district. Baker

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worked for a few years as instruction librarian for a small community college on earning his MLIS. Baker also coadvises the drama club and sponsors a few book clubs, which students operate largely on their own. Having been appointed chair of the storytelling and oral history series, Baker wasn’t officially assigned to serve on the Diversity in Books task force, but he has supported the group’s work and offered use of the library space for meetings, taking advantage of the centralized location of the school. During the planning phase for the library audit, he was eager to help the members navigate the catalog, produce and review collection analysis reports and circulation data, and explain the organization of books and resources in the library. He assumes that this work might even be easier than the parallel processes going on with textbooks and classroom libraries, with all the data he can pull. In a polished and concise presentation, he also demonstrated websites, articles, and content accessible via the library portal, including digital collections curated for projects and popular topics, subscription databases, and ebooks, the latter of which also points to devices available to borrow by the week, month, or grading period. Baker doesn’t mind the work of collection development, but books—and leisure reading in particular—are not his passions. He believes that his focus as a high school librarian should be guiding students toward the use of academic libraries and public libraries for college research, consumer health needs, understanding current events and issues, and navigating life after high school, and less on providing fiction and other materials for recreational reading. Most of his instructional time is dedicated toward research papers and media literacy. He spends lots of time learning tips and tricks for the subscription databases and shares copious notes on open educational resources with teachers. He maintains frequent communication with database vendor reps and directs much of the library’s decent budget and his time toward selecting, purchasing, and promoting digital resources. Because of the group’s positive reception to his library orientation and guidance, he is surprised to get an email asking him to meet with two cochairs of the group to go over some “potentially problematic findings.” In the email, the cochairs—an English teacher and a middle school parent, acknowledge that it could be an error that Baker might help straighten out, and they’re interested to get his opinion. Baker is curious about what they might have to tell him, so he offers to meet after school the following day. He’ll be there anyway, he mentions in his email reply, supervising a group of students meeting to make signs for Homecoming. On the afternoon of the meeting, the group finds an empty table near a biography display of celebrities and authors of color, which offers some topics for small talk. The parent, Brenda, and English teacher, Shanae, fan out some printouts of charts, marked up and highlighted. Brenda also pulls up

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the library catalog on her laptop and distributes a printed checklist called “Library Look-For’s: Are You Providing Windows and Mirrors?” Glancing over the list, Baker explains that he is familiar with the windows and mirrors conceived by Dr. Rudine Sims Bishop, and Shanae adds that this list doesn’t get into “sliding glass doors,” the idea that stories can foster empathy in readers. “But the group found the example titles helpful,” she continues, “and we’ll get back to that in a little while.” Brenda and Shanae begin with some praise. “In our analysis—which we were able to do quickly because of your helpful tutorial!—we observed that the Garrison Spring High School library collection seems to have a good representation of recently published and other award-winning titles in nonfiction and information, including numerous titles by BIPOC authors.” “That’s great,” Baker tells them. “Good to hear.” He isn’t surprised to hear this, knowing that he scoured awards and “best of” lists during ordering time the last few years, making sure to include books recognized by organizations in social studies, science, and English education, in addition to the Youth Media Awards. “However,” Brenda begins, “in our review of the fiction titles, there were topics and themes that weren’t represented at all, at least so far as we could tell.” Referring to the Library Look-For’s list for high school, Brenda points out a few examples of books featuring stories about sexuality, including books featuring gay characters, as well as books with themes of teen violence, race and racism, and refugee families. “We’re interested to hear your take on the results. We wondered if titles didn’t appear because they are part of the ebook catalog, maybe? Or did we miss certain tags or subjects?” “I don’t think so,” Baker tells them, scanning the charts. “This appears in order. In fact, when it comes to fiction, I tend not to order certain books in an effort to avoid controversy or unwanted attention. The mission of the high school library isn’t to offer a huge selection of titles for leisure reading. Aligning the books to the curriculum is the focus, to offer information for student research and instructional use by the teachers. In my professional opinion, the library collection reflects this mission really well.” Shanae and Brenda exchange expressions of uncertainty. Brenda looks down at her laptop and Shanae turns her attention to organizing her charts. Baker himself is a little confused. Does he need to explain the mission again?

The Path Taken: What Did They Decide to Do? “So you are aware that the collection has these deficits?” Shanae asks.

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“Oh, I wouldn’t call them ‘deficits,’” Baker replies. “Listen, collection development is about making choices. And with the money we’re allocated, I choose to select resources that prepare the students with information skills that they won’t get anywhere else. I don’t mind if students are reading about sex or drug use, or if they encounter more gratuitous use of language. But they already know how to find those books—look at the stuff belonging to that group meeting over there.” They all look over at the group of students making homecoming signs, and sure enough, more than a few paperbacks and a few magazines are visible amid the haphazard pile of backpacks, jackets, and gear. “They are readers,” Shanae acknowledges. “A few of those are my students. But—Baker, if they come to the library for fiction—” He interrupts. “Fiction simply isn’t the focus of this library collection. If students want more variety, they can go to the public library,” Baker says. “There are several branches serving our attendance area.” Shanae and Brenda seem unsure what to do next. Brenda motions to the checklist and flips to a second page that shows titles of books and review excerpts. “Did you want to take a quick look at some titles we highlighted for high school libraries?” she asks hopefully. “A bunch of these are really popular, with good reviews too.” Baker is firm. “I do appreciate the insights, but I don’t see that we have to change anything here. The mission is printed right up on the wall. What you’ve brought up pretty much shows that the collection meets the mission.” He points to a laminated poster which reads: The mission of the Garrison Spring High School is to provide students curricular-aligned materials, library instruction, and information services that promote college and career readiness, strengthen critical thinking, and support media and digital literacy skills required for productive and responsible participation in society. “I’ll take this up with our library director,” he tells them, “but I’m guessing they’ll agree that I can manage the collection to serve the students’ academic achievement and life after graduation. To be clear: I don’t take issue with doing the audits. I think it’s important. But I just don’t see how your findings around fiction should affect a collection geared toward school assignments and research. Can I show you anything else? The updates to the STEM suite of reference databases, maybe? There are some really useful translation and reading level features.” “Not at this time,” Shanae shakes her head and rises from her chair. “Thank you for meeting with us.” Brenda nods to Baker while closing her laptop. She hesitates as she picks up her papers to slide into the laptop sleeve with the computer. She leaves the windows and mirrors checklist on the table before following Shanae to the doors.

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Questions for Reflection and Conversation 1. Baker believes that the collection aligns to the library mission. Given the limitations that the audit revealed, do you think this is true, for example, in the area of strengthening critical thinking? 2. What do you understand to be Baker’s definition of “curricular-aligned materials”? What materials do you consider to be included under this umbrella, and why? Does your understanding line up with Baker’s? If your framings are different, reflect on those differences. 3. How might you construct an argument that topics identified in the audit are reflective of the school library mission? 4. What are some motivations or reasons for school librarians to avoid purchasing or displaying books on the topics noted by Brenda and Shanae? It’s not too much of a spoiler to point to organized attempts to ban books as source of concern; to explore this topic further, you might look to documentation from state and national school library associations and news articles on book challenges and attempts to ban books. 5. Baker is confident that students who are interested in reading fiction will get it from places other than the public school library. How do you view this stance?

Additional Resources Green, Lucy Santos, Jenna Spiering, Vanessa Lynn Kitzie, and Julia Erlanger. LGBTQIA+ Inclusive Children’s Librarianship: Policies, Programs, and Practices. Libraries Unlimited, 2022. Queer inclusivity is more than selecting book titles, and this guide explores ways to be intentional, caring, and welcoming through policies and procedures, programming, and strategies and support for overcoming fear and pushback. An extensive online resource provides links to “Activities and Curriculum Support,” “Advocacy,” “Collection Development,” “Communities,” “Demographic and Statistical Portraits,” and “Further Reading.” Hughes-Hassell, Sandra. “Multicultural Young Adult Literature as a Form of Counter-Storytelling.” Library Quarterly 83, no. 3 (2013): 212–238. “We cannot overestimate the power of seeing (or not seeing) oneself in literature,” argues Sandra Hughes-Hassell, girding the foundation for this discussion of counter-storytelling in young adult literature. Counter-stories are those stories which offer perspectives and voices not necessarily represented by books by authors of the majority culture. Among the purposes of literature as part of counter-storytelling are giving voices to teens whose stories are under- or mispresented, and presenting the complexities of racial and ethnic identity formation. Several YA titles are examined for their portrayals of being stereotyped, experiencing the impacts of institutionalized racism and white privilege, and being a part of a historically oppressed group. Jensen, Karen. “Diversity Auditing 101: How to Evaluate Your Collection.” School Library Journal. (October 22, 2018). https://www.slj.com/story/diversityauditing-101-how-to-evaluate-collection.

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My favorite excerpt from this impactful (and short) article might be this bit of context author and librarian Karen Jensen sets up at the start: a diversity audit “yields concrete data. This type of audit helps put the science in library science.” And indeed, Jensen is scientific in the execution of a full-collection diversity audit: she tracks her steps of building background knowledge and baseline data, working through a systematic process of annotating titles and analyzing the results. The article also describes other approaches to conducting audits, especially with larger collections, such as working from subject headings or comparing your collection to booklists such as the Stonewall Book Awards. Kerby, Mona. “Censorship: Are You Part of the Problem?” School Library Connection. (September 2022). http://schoollibraryconnection.com/Content/Article/2285407. Mona Kerby paints a picture of “detrimental behaviors of self-censoring librarians” by asking readers if they recognize any behaviors that fall under this category. Some acts feel shocking (drawing black marker lines through “bad” words!) and some might feel more than familiar (allowing kindergarten and first grade to choose only from the “everybody” bookshelves). Lest we add to the problem by pointing fingers or bestowing feelings of guilt, she lists ten doable strategies for noticing and overcoming these tendencies and acting in ways that make materials more accessible to learners. An extensive list of resources for further reading concludes the article. Lambert, Nancy Jo. “Avoiding Soft Censorship and Building a Gender Inclusive Library.” School Library Connection. (October 2022): 16–18. Nancy Jo Lambert poses five questions for librarians to use in examining how their biases may affect collection development decisions, among them, “Am I afraid this material may be challenged?” and “Is this a resource that would benefit at least one patron?” School librarians draw on their professional training to provide access across a range of viewpoints, including majority and minority beliefs; this article provides interpretation and application guidance for professional standards and guidelines in the climate of coordinated, political book challenges. Moeller, Robin A., and Kim E. Becnel. “‘They’re So Stinkin’ Popular, How Could You Say No?’ Graphic Novel Collection Development and School Librarian Self-Censorship.” Library Quarterly 90, no. 4 (October 2020): 515–529. doi:10.1086/710262. This peer-reviewed research article reports on a study conducted with ten elementary and ten middle school librarians, whom researchers interviewed to learn about their practices in collection development, specifically regarding making decisions about graphic novels. If you don’t think empirical research is really your thing, the compelling findings and discussion in this article might just sway you! From preempting challenges by sending books somewhere else to creating restricted collections, there is much to absorb, unpack, and reflect on in the librarians’ concerns, solutions, and reasoning around what to do about graphic novels. New York City School Library System. “What Is a Diversity Audit?” (October 17, 2022). https://nycdoe.libguides.com/librarianguidebook/diversityaudit.

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4.3 EXCLUDING LIBRARY USERS Context An elementary school librarian, after noticing that several students are absent from their once-a-week library class, finds that they have been kept back in the classroom by their teacher as a consequence for breaking classroom rules.

The Story Elementary librarian Octavia Nuñez is a creative and warm person whose energy matches the vibrant library space she leads: full of student art, plants, and welcoming signage. Book displays, interactive bulletin boards, and table activities invite learners to draw, take polls, write notes, and try their hands at design challenges. Octavia is dedicated to helping students become lifelong readers and is known for her knowledge of children’s books and leadership on the county literacy council. With the support of the PTA, she hosts an illustrator or author in the school every other year, with year-round virtual visits and celebrations, like International Dot Day, Día (the common title of El día de los niños/El día de los libros or Children’s Day/Book Day), and Picture Book Month. At Central Elementary School, library class is part of the specials rotation, with forty minutes per class each week. Octavia also invites students or classes to visit the library during open flex time in the schedule two mornings a week. As Ms. Klein’s third-grade class settles in for their afternoon library class, two students approach her to ask if they can check out extra books today because they want to finish a series they’re reading over the upcoming long weekend. Though the policy is two books at a time per student, Octavia tries to be flexible when possible, and she agrees to their request. The students start chatting and retelling favorite parts of the series so far, and Octavia tries not to look uninterested as she guides them to their seats, promising to hear more later. Having gotten started a little late, Octavia takes just quick attendance with the seating chart, rather than the call-and-response routine she normally follows. She notices that two students are missing, though their names aren’t on today’s absence list. “Are Juno and Maryam in school today?” she asks the class, looking around. “Maybe they’re on their way?”

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“They’re not coming!” answer back a few students seated together on the library couch. “They have to do their spelling tests,” offers a girl sitting at the front table. “Yeah, they were talking while Ms. Klein gave the words and now they have to take it during library,” adds one more third grader. “OK, so we’ll see them in a little while, right?” Octavia asks, nodding hopefully. She wants everyone to get something new to read before the weekend. She is disappointed when students come in late and miss the short information literacy lessons she plans for each class, but she is even more disheartened when students don’t have a chance to browse and check out books. “No, then they have to start the worksheets for next week’s spelling words,” says the front table girl again. “Oh,” Octavia answers. “Well then.” As she guides the class through a minilesson on searching by author or series in the catalog, she thinks about a pattern she has observed lately in keeping students back from library class for reasons that don’t seem all that important or even time sensitive. And it’s not just this teacher who seems to think that such practices are acceptable. Even the principal seems to forward messaging that library access is something to be earned. And very few adults in the building seem to understand that Octavia doesn’t expect the library to be silent and thereby doesn’t make or enforce rules about students being quiet. Some teachers even seem to think the rule is “get quiet or get out,” which just burns Octavia. Just the other day, she was supervising some groups of students during flex time when a first-grade teacher stopped in to ask for a laptop charger. As Octavia returned from the charging area with an extra charger, the teacher was admonishing two second graders—students from her class the previous year—for being too active with their bodies and using loud voices in the reading corner. She told them that they’d be sent back to their classrooms if they didn’t behave and follow the rules. Before that teacher had come in, Octavia had been setting up a new brick building challenge right next to the children, so she knew what they were up to: acting out favorite scenes from a fantasy chapter book in an effort to convince their teacher to allow them to perform a reader’s theater instead of writing a book report. The teacher had allowed them to use a class period to get ready for their pitch. Ironically, the library rules were posted right above their heads: be respectful, be responsible, be productive, take care of library materials and one another. Octavia knew when they asked to come by that these two could be noisy and excited but that they’re also fervent readers and kids who do well with a little time during the day out of their classroom, in a space where they can move around. The rules don’t say anything about volume of voices, nor does

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Octavia patrol volume unless there are exceptional disruptions. An active buzz is how she prefers the atmosphere of the library, and a philosophy of the library as a quiet, privileged place just doesn’t line up with what Octavia thinks: that student access to the library is a right for all learners and that library spaces should encourage all manner of learning and discovery. She also believes that respecting others and sharing spaces in the library are part of citizenship and community in the school.

The Path Taken: What Did They Decide to Do? Octavia doesn’t tend to get too involved in school politics or policies, but this spelling test episode has really gotten her goat. When the class leaves, waving goodbye and clutching their little stacks of books, she takes a moment to sit down on the couch just vacated by the third graders, who were sharing book pages and previewing their selections with each other. She has about five minutes until students will arrive for the library’s flex period. Do I have too much on my plate to wage a campaign for granting access for just a few students? she wonders. She does have the literacy council annual festival in the park coming up, but this pattern feels too problematic to overlook. Keeping students from their scheduled library time, without communication or any apparent effort to get them into the library later, is not OK in her book. And then there’s the myth of the quiet library and that tone of “children should be seen and not heard in the library” that she has observed among teachers. The issues are intertwined, but where to start is a big question. She knows that describing the problem in a way that focuses on the students will be critical; otherwise any request for change or support is likely to come across as a librarian getting cranky because students are missing her class. This seems important enough to warrant her time and attention, but will others feel it merits theirs? Anticipating not, Octavia recognizes that she needs some allies and a clear objective. She thinks of asking fourth-grade teacher, Faith Ayers, to join her efforts. Faith is part of a teacher-to-librarian cohort, a partnership between the school district and a large state university educating current teachers to become school librarians and fulfill open positions in school libraries statewide. Partway to attaining her school library credentials through coursework and a concurrent practicum experience with Octavia as one of her mentors, Faith is current with standards of school librarianship. Octavia strives to follow the core values of the profession each day, but she also knows she couldn’t quote or apply today’s expectations with the agility and confidence that she has observed in conversations with Faith. As for the clear objective, Octavia decides to focus on the practice of excluding students from the library, with a rationale grounded in

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independent reading and consistent access to reading materials as critical components of literacy learning. As the first few students trickle in the door and take turns at the digital sign-in station, Octavia rises to greet them and ask how she can help them today. Students need their library time; she knows this for sure. And it’s time to help them get it back.

Questions for Reflection and Conversation 1. Step into the shoes of Faith, the preservice school librarian. What might she point to in terms of specific standards, guidelines, and position statements at the state or national level that describe the role of the librarian (i.e., the person) in helping students access the library and materials? 2. What standards or guidelines identify the role of the library (i.e., the space, resources, and program) in providing access? 3. “Disciplinary exclusion” is a term to describe some of the access limitations observed by Octavia, that is, students who are not allowed to visit the library as a consequence for an infraction of school or class rules. Have you seen this practice in use at a school? What were the circumstances? What are your thoughts on the effectiveness of such a consequence or the message it sends? 4. If Octavia decides to challenge the practice of keeping students out of the library for classwork or behavioral concerns on the part of the teachers or principal, what actions might she consider? What responses might she anticipate? 5. What do you think about Octavia’s perspective on “the myth of the quiet library” or teachers “shushing” on her behalf? Have you seen this assumption made about a school library? Have you observed a situation where insignificant behavioral infractions or incorrect assumptions about library rules have resulted in a student being excluded from the library? How might you act to change these perceptions and consequences?

Additional Resources Kammer, Jenna. “Disciplinary Exclusion Policies That Impact Library Access.” School Library Connection. (October 2020). http://schoollibraryconnection. com/Content/Article/2256026. Jenna Kammer sheds new light on circumstances that keep students from accessing the library, including “disciplinary exclusion,” which means that library access is limited or prohibited as a consequence of a rules infraction in the library or elsewhere in school. Incentive programs rewarding grades or behavior, school and library codes of conduct, and library rules can all serve, intentionally or less so, to exclude students from the library altogether or from access to spaces or materials within the library. Kammer suggests ways for librarians to reflect and improve on these situations, such as identifying any common characteristics among students punished with library exclusion.

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McLeod, Barbara E., Kim Sigle, and Kesha S. Valentine. “Management Matters. Losing Readers Is Worse than Losing Books.” School Library Connection. (July 2019). Are school library policies serving to build relationships and scaffold students’ decision-making, or are they demonstrating who’s in charge and the consequences for missteps? This column (under the subject of school library management) invites us to consider potential to make a lifelong impression through library procedures and practices that teach and guide rather than punish. Winn, Maisha. Justice on Both Sides: Transforming Education through Restorative Justice. Harvard Education Press, 2018. Professor Maisha Winn challenges educators to disrupt inequities in classrooms and schools through restorative justice, “spaces for creating a participatory democracy or a movement toward ‘non-domination,’” shaping equity and respect among voices in a school (5). This volume is not a read centered on practical tips; rather, my interest in including this book here is the need for educators to engage in a deeper, systemic examination of how students experience rules, policies, and punishment in schools. Winn argues for justice- and freedom-seeking lenses to education and an asset-based view of students and families.

4.4 PROPOSING A FINE-FREE LIBRARY Context When a student is reluctant to return a book for fear of incurring fines, a middle school librarian weighs the effectiveness and fairness of charging fees for late books.

The Story Librarian Doreen Nee notices sixth grader Gemma hanging back from the class leaving the library at the bell. It’s noisy in the library as kids push in chairs, toss books on the cart, gather belongings, and rush to catch up with friends scrambling out the door. She glances up at Doreen while gathering her books, looks at the floor, and then whispers, “I have that book you want but I can’t bring it back.” That book I want? she repeats in her head and then remembers the overdue notices that the students received in their school emails that morning. She smiles gently and asks, “Do you have a book to return? That’s OK if you don’t have it today. You can bring it another day.” “No, I have it in my locker,” she replies. “But I don’t have the money for you.” “The money for me . . . ,” Doreen repeats. “Oh, you mean the overdue fine.”

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Gemma’s eyes widen. That’s it. Even though she feels like pointing out that the fine isn’t really “for her,” Doreen doesn’t want to make her more uncomfortable or late for her next class. She quickly tells Gemma to drop off the book in the return bin when she can and assures her that they’ll figure it out later. As the library door closes and the halls start to quiet with the start of the next class period, Doreen’s mind stays on Gemma and the fine money. She’s never cared for the chain that unfurls with unpaid late fees or lost library books. In this her second year as middle school librarian, she’s still following a lost- and late-books policy that she inherited from the previous librarian. She has never settled into a good place with fines and the requisite accounting paperwork, not to mention the awkward conversations and report card holds that must have been a big deal with her predecessor. And more important than all the time and hassle of administration, Doreen wonders if this student and others might be struggling with responsibility or feelings of reluctance or fear in telling a caregiver that they need money. Or maybe even anxiety over facing her? After all, it can be scary to ask for help or tell the truth to a person of authority. She doesn’t want this sixth grader to feel worried or unwelcome when she visits the library, especially amid all the other challenges of middle school. Doreen believes firmly in what she learned in her school librarian program: the library is a place where all should feel welcome. The middle schoolers should feel like it’s their place, and already, if Gemma thinks this fine money is “for the librarian,” she’s getting signals that it’s not the students’ place but the librarian’s domain to control. The fine money, stored in an account managed by the district’s business manager, does provide easily accessible funds for occasional, quick purchases of books and supplies, but Doreen never really thought that was a good enough reason to charge fines. Maybe it’s time to rethink this policy. So what are some alternatives? And how might Doreen begin to unwind this long-standing practice? Here are some topics she is starting to think through.

Get Out the Compass: What Should They Do Next? Doreen reviews the factors surrounding the collection of library fines. The status quo for the school library is to charge fines for overdue books beginning at one week past the due date, but Doreen is unaware of the origins or rationale for the policy. Though the money collected is small, charging fees for late returns nonetheless associates students’ experiences in the library with the likelihood of punishment for an infraction that is often attributable to circumstances outside the student’s control, especially with younger learners. Doreen knows, however, that incidents of leaving books

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at another parent’s house or difficulty remembering school calendar dates isn’t a concern exclusive to that group. As with Gemma today, Doreen has observed that although a lost or late library book is a common occurrence, the tone and eventual outcome of an exchange could make or break a student’s day. 1. One matter to address is procedural requirements. Doreen needs to figure out if the late fees are in fact codified school board or school-level policy. If so, what steps are required to request that the policy be revisited, changed, or removed? 2. Should she mention other scenarios that come up from time to time—like books disappearing without being checked out or teachers not allowing students to take home books to avoid the hassle of late returns? 3. Doreen anticipates that she may be asked how students will learn to be responsible for returning books on time, absent the threat of fees for late books. What scenarios might she propose as part of a fine-free library? Is a replacement for the fines necessary, like working off late books with service in the library? Should she consider proposing more formalized lessons or ways of rewarding responsibility—or would that ignore some of the factors that brought her to this point? 4. Another category of justification for this policy change is concern for students’ experiences in school. Coming from a place of student-centered, caring practices, Doreen recognizes that requiring fines may cause fear or embarrassment over being punished in this way. Students may worry over being judged, noticed, or looked on unfavorably by peers, or over letting someone down, like the librarian or a parent. How might Doreen frame this aspect of considering dropping fines?

Questions for Reflection and Conversation 1. In this story, Gemma refers to the collection as the “librarian’s books.” Think about this perspective. Do students tend to think of the library and books as belonging to the librarian? What language and actions lend credence to this understanding? What steps might a librarian take to shift the impression of ownership to the students and/or the school? 2. What messages are communicated to students when money must be paid as punishment? How do you respond to the argument that this a real-world lesson that students must learn? 3. Access to books and information will be a central argument if Doreen pursues this change. How will she convey this right of students in jargon-free language that other school stakeholders will understand and appreciate? What other aspects of the school’s mission and culture might be connected to this effort?

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4. What are your experiences as a library patron—in any setting—regarding return policies for books and library materials? Are you a person who tends to return books on time or late? Have you ever had to pay library fines at a school or public library? Can you recall how the process was handled and how it made you feel about the library or library staff? Was the experience (or experiences) memorable for any reason?

Additional Resources Cabarcas, Monica. “Let’s Talk about Poverty: 10 Policy Ideas to Support Vulnerable Students and Eliminate Stigma.” School Library Journal 67, no. 10 (October 2021): 29–32. https://www.slj.com/story/lets-talk-about-poverty-10-policy -ideas-to-support-vulnerable-students-and-sliminate-stigma. Eliminating late fees is one policy adjustment that comes to mind when considering access and equity in the library. In this article by a middle school librarian, learn more ways to destigmatize poverty and better serve students living in poverty and students from families facing economic hardship. Recommendations include not centering conversations about holidays or school breaks around assumptions of gifts or travel, offering a library of things with fun or enriching items, setting up a snack pantry or share table, and providing or hosting a personal care zone where students can pick up donated supplies like soap, lotion, deodorant, and feminine hygiene products. Hammond, Zaretta. Culturally Responsive Teaching & The Brain: Promoting Engagement and Rigor among Culturally and Linguistically Diverse Students. Corwin, 2015. Author Zaretta Hammond’s book presents brain-based principles and practices in support of the cognitive development and growing independence of learners who are English learners and/or students of color, and who are historically underserved. One chapter for reading and reflection on interactions between student and librarian and the student’s experience in the library space is chapter 9, “Creating a Culturally Responsive Community for Learning: Seeing the Environment as the Second Teacher.” Zaretta Hammond identifies “routines, aesthetics, talk structures, and task variety” as foundational elements of a classroom community, which can and should be a place for “social, emotional, and intellectual safety of all students of color and English learners, but especially those dependent learners who have yet to create for themselves a strong learner identity and sense of confidence” (142). Ruefle, Anne E. “Rules or Reading?” Library Media Connection 29, no. 6 (May 2011): 34–35. (Playful) content warning: if the following statement makes you nervous, then this article might not be for you: “Yes, my library is often messy, and yes, the bookshelves can be a disaster.” Drawing from her experience in relaxing checkout limitations, teacher librarian Anne Ruefle encourages librarians to revisit library polices around shelf browsing and circulation, even for kindergarten students, in an effort to promote reading habits and enjoyment of books. Ruefle notes that numbers of lost and overdue books weren’t significantly affected by this change in policy and mindset.

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4.5 ANALYZING USE OF THE MAKERSPACE Context A school librarian in a building serving grades three through five collects data for an action research project around usage of the makerspace and materials.

The Story Braddock Elementary school librarian Margeaux Smith-Trahan loves data, planning, and efficiency. She is very interested in gathering and analyzing data, especially in the form of spreadsheets and collection analysis tables, which she keeps and reviews regularly for all sorts of library statistics, from independent student visits to circulation data sorted by format. Her next focus for data analysis is the new-ish library makerspace, created last year from the space once occupied by a traditional computer lab. Located at one end of the long, rectangular school library space, the makerspace is open to the rest of the library proper, without walls or shelving, framed by curved sets of windows that meet at the corner. A LEGO play and storage table sits alongside a textured, brick-building wall, and in the center are tables of varying shapes on casters, with different sizes and styles of chairs. Bins of circuits, tools, and found materials line a low shelf next to the LEGOs. An arts and crafts area takes up most of the back window corner, with round buckets containing donated items, including fabric, cardboard tubes, and yarn. The Braddock Elementary school library follows a fixed-flex schedule: every class in the small K–4 building is scheduled for a forty-two-minute library class during the specials rotation. Margeaux has opportunity to co­ teach or provide other instruction during the remaining two periods of the day, and she has a contractually assigned library administration and prep period. Margeaux herself follows a 0.6 schedule; not being full-time, there are times during the week when she is not in the building and the library is closed. Margeaux recently participated in a summer professional development series on action research, an approach to evidence-based improvement that she found to be right up her alley. During the school’s annual goal-writing time last year, she had designed an objective aimed toward increasing use of the library during the flex periods. Now, with some action research training under her belt and more understanding about focusing in on a specific research question, she would like to learn more about who accesses the makerspace and when, as well as who is not using it, to increase and expand usage. She is also curious about ways to allow students and teachers to access materials on the days she doesn’t work, but she’s unsure if that topic fits into her investigation.

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Anecdotally, Margeaux is aware that certain teachers use the makerspace more, possibly because of more obvious alignment to units in science or teachers’ affinities for projects designed around making and creativity. For instance, after the makerspace opened midyear, one of the first projects was a unit on machines with fourth graders. After that class introduction to the makerspace, the students came back on their own, familiar with the space and excited to explore outside a more structured learning experience. Margeaux is interested to see if that motivation holds for the same learners as fifth graders this year, when students can sign out of class and visit individually. Fifth graders have more flexibility in the schedule to do this, as their schedule starts to mimic some of the small freedoms they’ll experience next year in middle school. As Margeaux reviews her action research notes, she comes across a framework that suggests action researchers “Identify, Plan, Act, and Decide” (Taylor 2019). She likes this structure and wants to use it for this makerspace investigation.

Get Out the Compass: What Should They Do Next? Drawing from the research article that she read, Margeaux tracks through the steps, considering what data, research, and processes she will need to pursue. Here is the information she needs to get started. 1. Identify a focus: Margeaux has a general idea of the problem she wants to study—uneven, maybe even inequitable, access to the school library makerspace. Now she needs to focus in and identify a strategy aimed toward increasing access in some way. What is an appropriate place to start? How will she assess the effects of the strategy? 2. Planning a strategy and research questions: This step requires some background reading and research. Margeaux needs to identify some search terms and sources to help guide her work, articulate a research question, and map out an approach. She also should think about potential partners or at least, persons who might offer guidance and insight on her plans to conduct the action research. 3. Act by gathering data: How will she collect the data to describe and understand the makerspace as the schedule exists today and then on the implementation of the “intervention” or test schedule? What skills and tools will she draw upon to analyze and share the data? 4. Deciding what to do next by reflecting on outcomes: What does she expect to find? What will she do with the results of this analysis? And realistically, she wonders, how much will she be able to adjust or change in response to the findings?

Questions for Reflection and Conversation 1. Looking at Margeaux’s situation, what are some of the school policies, procedures, and structures (insofar as you can discern) affecting how groups

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2. Shift the lens to your experience, if you are currently working in a school library or perhaps participating in a practicum or observation stage of your preparation to become a school librarian. Starting with policies and practices pertaining to scheduling, how are groups impacted? 3. In the questions she’s pondering, Margeaux hasn’t asked specifically about the population, or group of users, to study. For the user group, should her focus be the students, their teachers, or possibly both groups? 4. What are some examples of interventions that Margeaux might implement? Should she focus on one grade level and type of visit—the individual visits by fifth graders, for instance? 5. What are some opportunities for action research in the school library? What are the potential benefits of this approach to reflection and improvement, and what challenges might be involved? What topics, practices, or policies might be studied? What forms of evidence and data might be available for analysis?

Work Cited Taylor, Jonté C. “Mission Possible: Getting Teachers into Action Research.” ASCD Express 14, no. 34 (August 22, 2019). https://www.ascd.org/el/articles/missionpossible-getting-teachers-into-action-research.

Additional Resources Everhart, Nancy. Evaluating the School Library: Analysis, Techniques, and Research Practices. 2nd ed. Libraries Unlimited, 2020. This text guides school librarians in planning and implementing evaluation of the school library in the categories of curriculum, library collection, and library spaces and facility, as well as tools for evaluating the contributions of school librarians and support personnel. The latter is admittedly a less common part of school library ecosystems today but nonetheless a role with impact that should be documented if it exists. Not only does this resource offer tools for evaluating, like questions and checklists, but it also provides support for interpreting and analyzing data, such as matching the library collection to users. Fleming, Laura. The Kickstart Guide to Making GREAT Makerspaces. Corwin, 2017. Fleming, Laura. Worlds of Making: Best Practices for Establishing a Makerspace for Your School. Corwin, 2015. In this pairing of books by a school librarian, readers will find not only examples and activities for engaging students in a makerspace but also guidance on the steps in planning for teaching and learning in the makerspace and aligning experiences and projects to learning standards and curriculum. I noticed that the linked online resources from the publisher’s website seemed to be no longer available in 2023, but the expertise within the print books stands.

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Gilbert, Jennifer, and James Allen. “What Do You Want to Measure with Action Research?” School Library Connection. (March 2020). https://schoollibraryconnection.com/home/survey/2243410. What decisions might benefit from a little action research? Student learning, general usage, and collection development ranked high in this edition of School Library Connection’s One-Question Survey. Read for quick but lasting inspiration on topics and questions suitable for investigating through the process of action research. Harper, Meghan, and Liz Deskins. “Using Action Research to Assess and Advocate for Innovative School Library Design.” Knowledge Quest 44, no. 2 (November 1, 2015): 25–32. Full-text via ERIC: https://files.eric.ed.gov/fulltext/EJ1080082 .pdf. In this codesigned study in an Ohio high school library, a librarian and university researcher set out to understand how to make a more usable school library space, particularly around students’ technology use and collaborative learning experiences. Read for a step-by-step illustration of the action research plan in action, as it were, according to the procedures described by Sharon Burger and Mary Ann McFarland in “Action Research and Wikis” (Library Media Connection 2009). Moorefield-Lang, Heather. “Makerspaces and Assessment.” School Library Connection. (March 2018). http://schoollibraryconnection.com/Content/Article /2143630. Digital badges, reflective portfolios of learning products, and self-assessment strategies (such as the 3-2-1 method of naming “Three Things I Learned, Two Things I Would Have Liked to Learn, and One Thing I Would Do Differently”) are sources for evidence of student learning in the makerspace. For a deeper dive into school library makerspaces, including development, curricula, inclusivity, partnerships, professional learning, and sample projects, read Dr. MoorefieldLang’s School Library Makerspaces in Action (Libraries Unlimited 2018). Preddy, Leslie B. School Library Makerspaces: Grades 6–12. Libraries Unlimited, 2013. School Library Connection coeditor and middle school librarian Leslie Preddy offers a guidebook for middle and high school librarians ready to start or refresh their makerspace game. Preddy effectively positions makerspaces and makerspace learning within the natural purview of school librarians and school libraries, which isn’t a link that is universally recognized or understood. My favorite feature of this book is the step-by-step instructions for innovative and inexpensive projects, presented with helpful photos. Takeda, Jenny. “Evaluating School Library Collections: At the Site and District Level as a Tool for Advocacy.” Knowledge Quest 47, no. 3 (2019): 14–21. Takeda, Jenny. “Using Data to Advocate for Library Budgets & Quality Materials.” School Library Connection. (January 2021). http://schoollibraryconnection .com/Content/Article/2259425. These two articles by district librarian Jenny Takeda present steps in gathering, preparing, and presenting data about the library collection and circulation. Such processes serve purposes of collection development or tracking use and also serve as tools to leverage as part of advocacy efforts, such as aligning constructing budget requests and planning for follow-up on purchases.

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4.6 LABELING BOOKS Context A colleague points out how a librarian’s affinity for labeling books may infringe on students’ access to information and their opportunity to develop skills in identifying and acting on information needs.

The Story Sasha Williams is the PK–8 librarian at an independent school located in an urban area on the West Coast. Design is her thing. Sasha thinks of her library’s style as “vintage chic for kids” and strives for a social media–ready look at all times. Inspirational messages in swirly cursive lettering—like “Be the Reason Someone Smiles Today”—are posted here and there, and greenery spills from planters atop wallpaper-backed shelves. In addition to the positive slogans, more signage lines the walls, including a classroom points chart, tracking number of books checked out, on-time returns, and points on reading quizzes, by class. Sasha also loves to label and laminate. Books are labeled with grade levels, reading levels, and point values for the school-wide reading incentive program. The teachers and principals (one each at the elementary and middle levels) frequently mention their appreciation for the reading quiz data, so Sasha works to make the labels prominent for easy visibility during book borrowing. The teachers regularly monitor students’ progress, aligning students’ numbers of books read and points earned with other data, such as classroom grades and standardized test scores. Shelves are also busy with bookmarks recommending books, shelf talkers, and QR codes pointing to video book talks. Many books bear labels with icons identifying genres and formats, and a glance at any shelf reveals that many of these colorful stickers cover the call numbers. Sasha doesn’t really mind though, because in her “custom creative organizational system,” as she calls it, she doesn’t consistently use the Dewey system anyway. Students primarily browse in sections organized by broad reading level such as “Easy,” “Chapter Books,” “Novels,” and “Information Books” loosely arranged by Dewey subject areas, and some shelves are intended for particular groups, such as a corner of books and magazines restricted to only seventh and eighth graders, a preference of the elementary principal and parents. For several days, Sasha has been preparing to host a regional school library association meeting in the library—her first chance to host in a new rotation among meeting locations. All returned books were reshelved, displays were fresh and full of new titles, and fairy lights twinkled along the

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circulation desk and windows. She used her own money to buy food trays from a local deli and bakery and set out iced tea and lemonade in glass decanters. As she hoped, the librarians in attendance seemed surprised and impressed by the space, and she gave a little impromptu tour between the business meeting and make-and-take segments. The meeting host traditionally facilitates the latter, and previous sessions have featured sticker walls, design challenge kits, and a book repair refresher. Sasha led a page folding activity, using discarded books to create 3D art. As Sasha cleans up at the end of the meeting, a librarian from another independent school approaches her and asks to learn more about all the book labels. Sasha noticed this person taking photos of the shelves during the little walk-through, and assuming she’s receiving a compliment, Sasha goes on about the labels and how much the school staff like them. Then the conversation takes and unexpected turn. The librarian challenges Sasha, in the kindest of ways but with a firm, no-nonsense tone. Is Sasha aware, she asks, that with the use of some of the labels, though not all, she’s infringing on students’ rights to access books freely? As Sasha listens, the librarian continues, naming numerous problems she observed during the meeting: interfering with the privacy of students’ reading abilities . . . placing convenience or librarians’ preferences ahead of learners’ rights . . . restricting access to materials . . . reducing the subject of a complicated text to a genre that fits on a sticker. Sasha is shocked. She has never received anything but positive feedback. From her viewpoint, the library is a warm and lovely place, made enjoyable and easy to navigate through her careful labeling and organizing. She grasps for some way to respond and waves to a group leaving, when the librarian smiles and speaks again. “Just some things to think about,” the librarian tells her, packing up the folded book apple she made. “Students need to learn how to determine for themselves what they read,” she says. “You’re not doing them any favors with all those stickers.” As she starts to leave, she pats Sasha on the shoulder and lets her know she is glad to offer help anytime.

Get Out the Compass: What Should They Do Next? In the quiet library, Sasha sits down amid the book-folding supplies and leftover books. She is overwhelmed, sad, and confused. She woke up thinking that she was atop her game, and truly, the meeting couldn’t have gone better—until those last moments. She looks around the library, trying to see what the librarian saw. Sasha has so many questions.

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1. What exactly is so problematic about all the labels and signs? 2. Does she have to make these changes? Where should she begin? What can stay? 3. Should she talk with the principals, and maybe the reading and language arts team leaders about the practice of labeling books? What if they disregard any concerns because they like the system so much?

Questions for Reflection and Conversation 1. As if you’re studying a hidden picture illustration for things you didn’t see on first glance, go back over the story and point out potentially concerning practices. What’s wrong with this picture, if you’re following professional standards and guidelines? On the other hand, what’s “right” in terms of how the school library’s practices meet the needs and priorities of the school community? 2. Why are practices such as using a label of “LGBTQIA+ themes” or “urban fiction” problematic in terms of students’ access to library materials? 3. Are there ways that Sasha might merge her interests in style and looks with actions more in keeping with guidelines for students’ privacy and access to library materials? What might you suggest? 4. Can you think of other instances in which a school librarian’s interests, preferences, or even style might overstep the function, safety, or privacy of students in the school library? What are the circumstances? What are the potential violations of students’ rights? What are the potential outcomes or messages being conveyed to learners?

Additional Resources American Association of School Librarians (AASL) Labeling Position Statement Task Force. “AASL Position Statement on Labeling Books.” (February 18, 2021). https://www.ala.org/aasl/sites/ala.org.aasl/files/content/advocacy/statements /docs/AASL_Labeling_Practices_Position_Statement_2021a.pdf. This position statement is one source for school librarians to consult as they consider how labels might support readers or limit their access. Overviews and guidelines are presented under the positions on “Classification and Shelving Practices” (avoiding reductive classifications), “Reading Level Labels” (keeping access open and not reliant on the imperfect nature of commercial leveling), and “Protecting Learner Privacy” (keeping reading levels and interests private). Six useful questions are offered to help librarians put the position statements into practice—for example, “Are the labels restrictive (limiting access for some learners) or directional (making resources more accessible)?” DeGroft, Lee. “Signs, Signs, Signs: Rethinking Information Access in a High School Library.” School Library Connection. (April 2020). http://schoollibraryconnection .com/Content/Article/2241834. A real and honest examination of the signs in this librarian’s space motivated some changes, like taking posters out from under locked displays that allowed

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only for small signs and removing well-intentioned but somewhat shallow messages of motivation. Instead, updated informational signage is now purposeful and clear, with messaging that is positive rather than focused on what students should not do. Jones, Amanda. “A School Librarian’s Thoughts on Labeling Programs: Part 1.” Knowledge Quest Blog. (March 8, 2021). https://knowledgequest.aasl.org/a -school-librarians-thoughts-on-labeling-programs-part-1. Jones, Amanda. “A School Librarian’s Thoughts on Labeling Programs: Part 2.” Knowledge Quest Blog. (March 8, 2021). https://knowledgequest.aasl.org/a -school-librarians-thoughts-on-labeling-programs-part-2. In this two-part blog, school librarian Amanda Jones recalls her experience as an English language arts teacher witnessing the disappointment and challenges faced by her students when faced with the limitations of label-focused, leveled reading programs and the changes that she implemented—doing away with the labels—to encourage independence and agency in readers. Later in her career as a school librarian, she continued this practice and encourages librarians to research their “why” for breaking away from labeling programs and to provide professional development to educator colleagues on the benefits to alternatives approaches. Parrott, Kiara. “Thinking Outside the Bin: Why Labeling Books by Reading Level Disempowers Young Readers.” School Library Journal. (August 28, 2017). https://www.slj.com/story/thinking-outside-the-bin-why-labeling-books-by -reading-level-disempowers-young-readers. If you can’t guess what this article is about from the title, here’s a gut-punch of a subheading that appears about halfway through: “Labeling the Books, Or the Child?” What a complicated situation to untangle: librarianship principles stand against labeling that isn’t for purposes of finding a book (such as call numbers). School administrators and classroom teachers applaud alignment to literacy programs, reading data, and reading incentives. Librarians want to build relationships, not become a thorn in someone’s side. Luckily, there are options, even compromises, that protect readers’ privacy and promote agency in reading, and a chance to rededicate to the mission of guiding readers as they explore and shape their identities as readers.

5 Leadership and Partnerships “Are you willing to share what you learned? Circle Y or N,” reads the question on the “Request to Attend Professional Development [PD]” form. It was a paper questionnaire, with tiny lines to squeeze in all the details I deemed critical to gaining administrator approval to go to the state school librarians conference, the quarterly meeting of media coordinators hosted by a regional education agency, and other professional learning events. As a middle school librarian trying to attend the PD I understood as critical to my job, this part of the process always made me pause, not with uncertainty but with a bit of amusement. Wasn’t that the point, to bring back something useful to share with teachers? Reader, you won’t be surprised to hear that I always circled “Y.” In fact, most school librarians circle “Y” when signing up for the job, as it were, and not only as requisite follow-up to occasional off-site PD. Professional standards set forth high expectations for school librarians to share knowledge and provide leadership, which includes guiding and teaching fellow educators. The American Association of School Librarians (AASL) National School Library Standards favor the more inclusive term “learners” over “students,” in part to reflect that young people aren’t the only learners in the school library ecosystem (AASL 2018). Along similar lines, the Future Ready Librarians framework identifies “facilitate professional learning” as a school librarian’s opportunity to align with schools’ efforts toward digital transformation and more student-centered learning (Future Ready Librarians 2022). Lest we think that expectations equal readiness or the right to jump in front of a room of teachers and start professing the ins and outs of information literacy, it’s important to acknowledge a few things about being a provider of professional development. First, it can feel intimidating! This goes for anyone, but definitely for librarians just starting out in a new building or for early career librarians. Graduate students in courses I teach have shared as much with me, and I don’t blame them. But what I tell them is that this role should be one that evolves along with a librarian’s professional growth

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and knowledge. It’s the willingness, the spark, and the openness to sharing that are important to have from the start. This role is also about responsiveness: asking, listening, and seeking to understand what stakeholders need and want, and trying to figure out the resources and supports that learners of all types might need but may not be able to describe. Of course, leadership on the part of the school librarian extends into areas besides facilitator of professional development. Leadership and advocacy are threaded throughout everyday interactions and engagement with students, teachers, and other users of the school library. Professional standards for school librarians and school libraries, and for teaching, identify additional dimensions. Among these activities are pursuing research and evidence-based evaluation of practice; advocating for school libraries and educational improvement in alignment with school mission and priorities; modeling research and inquiry for teachers and staff and making resources accessible for all in the school community; engaging in professional learning communities and professional organizations, including volunteering to participate and lead; and modeling ethical practices with regard to using information, creating content, and respecting readers’ rights to access and privacy (ALA [American Library Association]/AASL/CAEP [Council for the Accreditation of Educator Preparation] 2019; AASL 2018; Future Ready Schools 2022). The contributions that school librarians provide as leaders reflect their strengths and skills, which likely shift over time as their knowledge grows, curiosity or circumstance takes them in new directions, and school needs evolve. Indeed, every time I circled “Y”—on those forms or in principle—I signed up for a new layer of opportunity for myself and my school.

Works Cited AASL. National School Library Standards for Learners, School Librarians, and School Libraries. ALA, 2018. ALA/AASL/CAEP. ALA/AASL/CAEP School Librarian Preparation Standards. (2019). https://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/ALA _AASL_CAEP_School_Librarian_Preparation_Standards_2019_Final.pdf. Future Ready Schools. “Empowering Leadership for School Librarians through Innovative Professional Practice.” All4Ed. (2022). https://all4ed.org/wp-content /uploads/2022/08/FRS_Librarians_Framework-2022-2.pdf.

IN THIS CHAPTER The Path Taken: Stories with a Conclusion 5.1 Leading Professional Learning 5.2 Partnering with Public Libraries and Librarians 5.3 Evaluating the School Library

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Get Out the Compass: Open-Ended Stories 5.4 Stepping Up for School Library Advocacy 5.5 Running for President 5.6 Asking for Money

5.1 LEADING PROFESSIONAL LEARNING Context A school librarian plans a session for teachers during an in-house professional day and is disappointed when only a handful of teachers attend.

The Story In response to teacher requests to learn from one another and growing fatigue over what seemed like a parade of outside experts and consultants, the February professional development day at Coral Side ElementaryMiddle School has been deemed “Peer Learning Day.” Just before the winter break, K–8 teachers responded to a call to lead fifty-minute workshops. Twenty-one sessions are on the menu, including subject-focused sessions in math instruction, a writer’s workshop class, a session on close reading, and coaching on maximizing use of the learning management system for parent communication. Breaks and fifteen-minute minisessions are scheduled to bookend the longer sessions; among the minis are a self-care station, a nutrition and healthy living program set outside on the new walking trail, and a refresher on citywide rideshare options. Principal Maria Soto is hopeful that the day will be a positive one for learning and morale, and the teachers do seem enthusiastic as they settle into the auditorium for the morning’s welcome from school leaders, supplied with coffee, juice, and bagels donated by the Parent Teacher Organization (PTO). Situated in a city neighborhood, the school serves just under one thousand students. Most students walk to school or take the city bus a few stops. Families are involved in the life of the school, including a PTO with a small budget but dedicated cadre of volunteers. The school staff is in need of some motivation. Last year’s state test scores were disappointingly low for tests administered starting in grade three, especially in writing for the older students and math performance in several subgroups, including students with limited English proficiency and students who are economically disadvantaged. After a summer of planning by the administrative office, the teachers came back to school in the fall to a professional development calendar full of invited speakers and training on a new online program for curriculum mapping and

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tracking and a lesson plan bank aligned to state academic standards. The messaging from the district administrators has been on school improvement, consistency, rigor, and excellence, but without time to implement some of the curriculum updates or understand some of the new programs they’re supposed to be using, talk among teachers is that they feel like they’re being set up to fail. Among the goals that librarian Torey Synan set for himself in the near term was to contribute to professional learning in his school. Torey is on his own in the building, though the district has a large library and ITS department, which includes library and information technology specialists and is supervised by the director of media and technology. This day of peer-led learning seemed like the perfect opportunity to wade into this type of leadership. Torey is really excited for the workshop he has planned, a session he has titled, “The Library Has That?!”—introducing ebooks, teacher resources on the subscription databases, and the new Library of Things, a collection of totes and backpacks for students and teachers to borrow, with everything from baking supplies to a family game night box. He volunteered to host the session for both morning slots, figuring he’d get the pressure off his shoulders first thing and then enjoy being a learner after lunch. With several sessions running at a time and a few lined up to repeat, teachers have the opportunity to select four sessions: two in the morning following the staff welcome and two more workshops in the afternoon. Torey has prepared a short overview and then plans to invite the teachers to rotate through three stations, where he has set up sample materials, prompts and ideas for exploring the resources, and freebies that he has collected from vendors and library conferences. Just in case too many people show up to share the materials easily and he needs to spread out a large group, he also placed signage around the library to scaffold a self-guided tour, which he adapted from his yearly library orientation. Torey slips out of the welcome session a few minutes before the end to get up the stairs to the second floor ahead of the crowd, ready to welcome teachers outside the library door. He can hear the auditorium empty and the stairwells fill as the teachers find their way to their first workshops of the day. Group after group approaches the library—then keep on walking, past Torey to the classrooms down the hall. Only four teachers trickle into the library: the instructional technology specialist, the music teacher, and a pair of new teachers from the second-grade team, one of whom was a student teacher in the building last year and a frequent user of the library. While Torey talks through the introduction and points out the stations for the teachers to explore, his thoughts aren’t really focused on the materials that he spent so much time preparing. What did he do wrong, he wonders, that so few showed up? He also starts to jump ahead to think about adjustments to make for the second session, if anyone comes. Should he just see how this session goes? Maybe switch gears and announce an update—or a

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cancellation—at the break? He has a little bit of time to think. This session has about forty-five minutes left; then there will be thirty minutes between workshops, which includes a break and one of the fifteen-minute minisessions, which no one would notice if he missed. As the small group begins their first activities, Torey reflects on what he could have done differently to promote the event. He depended on the little blurb in the menu of options put together by the office, but now it seems like that wasn’t enough. Maybe some signs would have helped. He’s wondering how some self-promotion might have been received, and then he hears the library doors open. Principal Soto walks into the library.

The Path Taken: What Did They Decide to Do? Torey is surprised to see Maria, but then he remembers that she had asked him earlier about the new teacher resources he was planning to introduce at the workshop. Maria serves on the district-wide committee for educator assessment and development. “Small crowd,” she observes. Torey isn’t quite sure what to say, so he gives a little smile and turns toward the music teacher, who has picked up a rhythm instruments pack from the Library of Things display. Maria watches and chats pleasantly as the quiet group browses, reads, and jots notes, guided here and there by some pointers from Torey. After about twenty minutes, Torey asks if everyone might like to see a quick demonstration of the teacher resources, and deciding against a formal presentation in the library classroom, he picks up his laptop and waves everyone over to some chairs at a big round table. Torey asks the second-grade teachers to name a few upcoming topics, and he uses their curriculum to model a search for lesson plans aligned to state standards, with family follow-up notes, video clips, and collaborative sharing and saving features. Maria is attentive throughout the whole demonstration, asking several questions about the academic standards and language options for the family communications. “It’s too bad more people didn’t stop in,” she says, shaking her head. “This is good stuff. Maybe you can talk about it at the next faculty meeting.” Picking up a few bookmarks from Torey’s collection of freebies, she starts turning to the door, and looks to Torey, still seated at the table. “I’ll see you at 11:00 for the next session. I’m bringing the department chairs.”

Questions for Conversation and Reflection 1. Have you ever facilitated a professional development session—either formal, like Torey’s planned workshop or in a smaller format with an assembled

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2. How might you react to having an unexpectedly small group—or no one—show up for a professional offering that you had planned? 3. Let’s think about the circumstances that set up this professional learning day—the low test scores, the influx of external consultants during the first months of the school year, and the teachers’ requests for time to learn from one another. In many respects, the classroom teachers knew what their grade levels and departments needed. Maybe Torey was set up not necessarily to fail but to be overshadowed by sessions that teachers had specifically asked for. Discuss (or reflect on) this situation. You might consider whether Torey might have contributed or participated in a different way, the potential for a needs analysis, or the idea of the teachers “not knowing what they don’t know.” 4. How might Torey plan for the faculty meeting version of this session? What topics, approaches, and goals might he consider? 5. What are methods for announcing and promoting professional resources or offerings from the school library? 6. What are some of the benefits of peer-to-peer professional development? What are some tension points?

Additional Resources American Association of School Librarians (AASL). “Crosswalks.” https://standards .aasl.org/project/crosswalks. Finding commonalities across the goals, priorities, and curriculum of teachers holding different areas of subject matter expertise is one component of building and leading professional learning opportunities as a school librarian. Tools like AASL’s “Crosswalks” offer a standards-based approach to such an endeavor, with matrices that align teaching and learning expectations across skills and competencies across educational perspectives. At publication time, crosswalks were available between school library standards and the following documents, with depth and detail of alignment reflective of the comparison framework or guidelines: ASCD Whole Child Tenets, Code with Google CS [Computer Science] First Curriculum, Future Ready Librarians framework, ISTE [International Society for Technology in Education] Standards for students and teachers, and Next Generation Science Standards. Long, Laura. “Drop-in Professional Development in the School Library.” Knowledge Quest Blog. (December 6, 2018). https://knowledgequest.aasl.org/drop-in -professional-development-in-the-school-library. Read this post for a model for monthly, drop-in–style professional learning led by school librarians and aimed to meet the needs of busy teachers. The focus of these sessions was mostly training on digital tools; you might adjust the content toward the interests of teachers in your school. This approach is a win-win: teachers gain new skills and have the opportunity to view the school librarian as a knowledgeable, capable partner in collaboration and professional growth. For

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a complementary resource, read “sharetheawesome” by librarians Ellen Zschunke and Brittany Tignor (School Library Connection, August 2017), which offers a wide-ranging list of engaging professional development opportunities, such as shared viewing and discussion of TED talks or professional books. Moreillon, Judi. “Chapter 2: Job-Embedded Professional Development.” In Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. ALA Editions, 2018: 19–36. This book chapter presents professional learning and ongoing development as an outcome and attribute of a school culture that centers collaboration, innovation, and respect for the skills of the members of the teaching community. In job-embedded professional development, including reciprocal mentorship, coteaching and co-planning, and implementing cycles of evidence-based practice, teachers and school librarians are simultaneously sharing and growing their skills. As with all chapters in this text, Judi Moreillon provides discussion questions, professional learning activities, and reflection questions that build on the chapter and provide practice with the aligned graphic organizers and tools. Porosoff, Lauren. “Helping Teachers Feel Less Vulnerable in Peer-to-Peer PD.” Educational Leadership 78, no. 5 (February 2021): 49–53. Yes, peer-to-peer professional development has its strengths, but this can also be a scary proposition in the potential for feeling of doubt and vulnerability. What if the content is viewed as irrelevant, or the teacher judges the presenter’s teaching practices or presentation style? Recommendations for school leaders are provided to help manage these uncertainties, and school librarians might just benefit from these perspectives as well, such as modeling courage and risk-taking. I appreciate the three reflection questions posed by author Lauren Porosoff, including this one that evens out the burdens of responsibility and accountability: “Think about a time when you led PD or presented to colleagues. How could your school have provided better support?” What might you ask of your principal or other leaders to support your efforts? Smith, Daniella. “Professional Development Power.” Knowledge Quest Blog. (January 24, 2019). https://knowledgequest.aasl.org/professional-development-power. Dr. Daniella Smith argues in this blog that it is essential for school librarians to offer professional development to teacher colleagues, with potential outcomes as valuable as “teacher retention, improv[ing] academic achievement, and chang[ing] your school culture.” As providers of professional learning, school librarians are problem-solvers and mentors within the school, addressing points of need, building collaborative partnerships, and contributing to school improvement— all of which “double-count” as school library advocacy in action.

5.2 PARTNERING WITH PUBLIC LIBRARIES AND LIBRARIANS Context A school librarian eager to collaborate with librarians at the public library finds a lack of interest and learns that there are hard feelings from previous attempts to join forces.

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The Story Elementary school librarian Leo Ramos is partway through his first year at Fitzgerald Primary School, a K–3 school in the rural outskirts of a ski resort and tourist town. Leo has been with the district for several years and recently bought a small fixer-upper house, where he lives with his partner and their two dogs. In a reorganization of the library and media department, Leo was assigned to a different building for the current school year. Fitzgerald is about as far away from his old school—and once-convenient new home—as one could get and still be in the school’s attendance area. Leo wasn’t overjoyed at having to move schools, face a longer commute, and start all over with getting to know the teachers and students, but one bright light from his point of view is that the public library is just down the street from his new school. He had always imagined that as a school librarian, he would forge a great relationship with the local library and librarians. He had read and heard about programs like library card sign-up promotions, coplanned storytelling events, visits back and forth between students and staff, and all the positives that come with community partnerships, and he is hoping to make some exciting connections this year. With the first semester nearly over and finally feeling a little settled in his new space, Leo writes to the youth library director over the winter break, using an email address he found on the library website. He introduces himself and asks if they might be interested in setting up some time to talk about collaborating. He doesn’t want to get too far ahead of himself, but at the risk of sounding like he hasn’t put any thought into this, he makes brief mention of a possible “summer bridge” program during the month of May, to promote summer reading. In reality, he has spent a lot of time thinking about this partnership and browsing ideas online. And he has found lots of ideas he’d love to see come to life: summer reading starter packs from the school library, maybe a book return at the public library, perhaps some joint programming—there are so many great things they might do, and he can’t wait to start. He is disappointed when his friendly email gets no response, so he writes again in early February, thinking maybe the librarian had been on vacation or just got caught up in the holiday shuffle. Maybe he doesn’t have the right contact information from the Gray Hills Library website, he ponders, and instead of trying to track down the person by phone, he decides to pay a visit after school. Making small talk, he shares his plan with some third- and fourth-grade teachers over lunch—and that’s when his vision of a partnership for the ages starts to fizzle. At the sound of the words “Gray Hills Library,” the room gets quiet, and the teachers exchange glances. A few awkward moments pass. “Ah, it seems you haven’t heard,” says Wilder, a fourth-grade teacher, as he looks around the table for some help.

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“Let’s just say it’s not a conversation I’d go looking to have,” offers Dale, another fourth-grade teacher and member of the teacher’s union executive board. “A conversation with who?” asks the school counselor Mae Liza, as she walks in, holding a cup of coffee. She takes the seat across from Leo and glances around at the teachers, who all seem very busy with their lunches and phones. “The librarian down the road,” fills in Wilder. “Oooh . . . ,” she says. “Yep.” “We were just steering Leo away for now. Bit of a history there, am I right?” Wilder fills in. “Anyhow—does anyone know what time the assembly is tomorrow?” “Wait, hang on,” Leo attempts. He’s not one for school gossip, but he is really into this idea and was already thinking about adding a line to his annual evaluation form under “Community Relationships and Participation.” “What do I need to know?” asks Leo. “There’s bad blood,” explains Dale, shaking her head. “I’d say . . . hurt feelings,” says the counselor. “And not without reason.” As best she can, in her diplomatic and fair school counselor way, Mae Liza catches him up on a slow deterioration and eventual severing of a oncepositive connection between the school and the public library. The previous school librarian had habits of being unreliable in communications and unpredictable in their work, she explains, either taking over planning processes or not taking care of promised contributions. She would claim creative absentmindedness or just having too many responsibilities at the school, and in her defense, she was committed to many groups and activities. But the pattern got to be too much to make the effort worthwhile for the public library’s limited time and resources. The low point came when the school librarian backed out at the last minute from a big summer reading kickoff event on a weekend. Not only did she not attend but she also didn’t deliver on a promise of recruiting family and student volunteers. The library ended up sending staff up the street to the school to cover the event, leaving the library short-staffed and overwhelmed and leaving the director furious. “So,” Mae Liza sighs. “I’m afraid the librarians at Gray Hill won’t be bringing out the welcome wagon to greet the new school librarian.” No, it seems they won’t, thinks Leo. Yikes.

The Path Taken: What Did They Decide to Do? Later that evening, after abandoning the library drop-in visit for now, Leo thinks about where to take this idea next or whether to take it anywhere at all. Maybe giving up would be the simplest option. He could find something else to write about for “Community Relationships and Participation”—maybe a collection drive of some sort, pulling in the student service club. A book exchange, perhaps.

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What if another library across town might be up for a partnership? He knows a colleague from library school who works in adult services at the Cloverbrook branch. Maybe they could do some introductions. But wasn’t the whole idea to leverage the short distance between the school and the library? It didn’t really make sense to turn to a library so far away. Or, he considers, whistling for the dogs and tying his shoes to go for a walk, he might try to mend some fences. With the feeling that this was the right path, albeit a complicated one, he mapped out some ideas as they went for their walk. He will stop by the library in person, bearing a gift—a plant, or fruit?—and request some time to talk. He will pay careful attention to the public librarians’ concerns and opinions and be ready to hear no, or at least “not right now.” He is eager to think about a proposal presentation with sample activities and contributions from the teachers, but that can wait. What can’t wait is inviting a few other educators, including the librarian at the middle school and at least one classroom teacher to build this partnership together. He needs them to vouch for him, to support the effort, and to share responsibility in planning and seeing the plans through. Leo knows that the librarians may be reluctant to take part, but the benefits to the students are worth his best attempt.

Questions for Conversation and Reflection 1. Leo seems eager to add this community partnership to his annual educator evaluation, but he also likely anticipates potential benefits for students and families. What are some of the possible outcomes for students of coordinating programs, events, or planning between school libraries and public libraries or other community organizations? 2. What are potential benefits of this partnership on the part of the public library? What are potential positives for the school library? 3. What might the public librarians see as risks in revisiting this relationship with the school? 4. If you were one of the public library staff being offered this proposal, what would you want to see or hear from Leo and the public school teachers? 5. What are your experiences, or if you are new to school libraries, your expectations for collaborating with public libraries or community organizations?

Additional Resources Caspe, Margaret, and M. Elena Lopez. “Reimagining Library-School Partnerships to Promote Family Engagement.” Childhood Education 94, no. 4 (January 1, 2018): 30–38. In 2014, the “PreK for All” program in New York City expanded publicly available preschool to all four-year olds living in the boroughs. Among the many

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community partners was the New York Public Library, which took on a formal role in this project in supporting early literacy and family engagement. This article tracks the project-based “reciprocal knowledge” approach of the Global Family Research Project, NYPL leaders and staff, and preschoolers and families in their efforts not to “offer proof of concept, but rather to focus on a mutual learning journey to enhance family engagement pathways throughout communities, and to better understand how a pilot intervention could be improved upon and spread to other libraries.” Crossman, Bridget. Community Partnerships with School Libraries: Creating Innovative Learning Experiences. Libraries Unlimited, 2019. Organized into two parts, “Internal Learning Experiences” (within the school, such as “Global Read Aloud”) and “External Learning Experiences” (including learning with parents, museums, and bookmobiles), this book presents thoughtful planning of events and activities aimed toward strengthening reading, connecting with the community, and collaborating with classrooms (as described in Paige Jaeger’s foreword). For a powerful set of brief but deeply inspiring principles for community partnerships—or just about any endeavor in your school library—be sure to read the “essential truths for champions of learning” in the preface. Moreland, Denise, and Jenna Kammer. “School and Public Library Collaboration: Opportunities for Sharing and Community Connections.” Knowledge Quest 49, no. 1 (September 2020): 40–44. Why consider a collaboration between school and public libraries? Moreland and Kammer’s reasoning makes it clear: “Library collaboration can create friendships, inspire new ideas, and develop supportive advocacy networks when it is desperately needed. It also can help secure the support needed for resources, such as funding, materials, space, equipment, staff, and programming.” Read a case study about these kinds of partnerships in libraries in Central Missouri. Sigle, Kim Christiansen. “Management Matters. Harnessing the Power of Community Partnerships.” School Library Connection. (April 2022). http://schoollibraryconnection.com/Content/Article/2275029. Reaching out to the public library and surrounding community is about more than signing kids up for library cards and recruiting volunteer shelvers—though those avenues are positive steps, asserts author Kim Sigle. School librarians can turn to adults and even students in the community or school system to share subject-area expertise, host a field trip, read books or tell stories, perhaps sharing cultures or languages of the students, or serve as a supportive and authentic audience for student learning products. Witteveen, April. “Two Libraries in One.” School Library Journal 66, no. 3 (March 2020): 52–55. This article presents the stories of several “joint-use” library facilities across the United States, such as co-located public libraries within school libraries. Numerous iterations of shared libraries and spaces are represented, with most institutions pointing to population changes and economics as reasons they pursued such arrangements. Whether or not this intense level of partnership is in your future, there are lessons to be learned with regard to examining goals, forging innovation, establishing priorities, and building trust. Read the full text for more details on financials, staffing, leadership, and physical and virtual access.

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5.3 EVALUATING THE SCHOOL LIBRARY Context A school librarian participates in a deep-dive school library program evaluation and is worried that some findings will poorly affect his educator evaluation.

The Story Rocky Bernard is a middle school librarian and card-carrying lifelong learner. He maintains memberships to several library and education organizations and regularly participates in their events. Ten years and counting from the completion of his MLS degree, he is actively involved with his graduate program, a state university school library preparation program. Rocky has hosted student teachers, speaks to classes as a guest lecturer, and is a dependable participant in career panels and the annual alumni reception at Homecoming. As part of a research study and with the support of the school principal (an educator very motivated by data), Rocky partnered with one of his favorite university professors to engage in a six-month evidence-based evaluation of the school library. With a significant amount of Rocky’s time and help, as well as the efforts of a PhD student working on their dissertation, the study utilized a wide range of types of data collection, including a collection analysis that incorporated historic, longitudinal data dating back ten years. The researchers also held stakeholder focus groups, observations of classes, and a study of the library space and organization. The research questions and data analysis were informed by standards and guidelines from various professional associations as well as experts on culturally responsive libraries and pedagogy. Although some components of the project are still ongoing, such as a content analysis of the library newsletter, which was started but not completed, the university professor has sent some initial findings and drafts of scholarly papers over for Rocky to review. Although the data wasn’t intended to be a “report card,” Rocky is eager to see how well he did and expects to read that the library is aligned to students’ interests, closely tied to the school’s mission, and representative of best practices in the profession. And indeed, some of the findings showed effectiveness in library services to students. For instance, in an overview of data on the collection, Rocky reads that the currency of collection was a strength, especially in nonfiction and informational texts. In a policy summary report, selection and retention policies were described as practical, frequently updated, and communicated clearly to administrators. Rocky reads on about the accessibility of information about the library to stakeholders, for which the report names the policy

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for reconsideration of library materials and timely and regular communication with the school community. Rocky is pleased to see this mentioned; he does provide a biweekly digital newsletter to the school and often updates the library events page on the school website. However, elsewhere in the folder of drafts and data analysis, Rocky finds a less favorable picture of his library with reports that are surprising, even upsetting. Most concerning is a paper by the doctoral student about cultural responsiveness as evidenced in the library space. The observations and recommendations seem to go on and on. Rocky needs better signage that is presented with a positive framing of messaging and in different languages. He hasn’t provided self-checkout, which supports user confidentiality. He needs online spaces for student engagement and participation. And students rated the library’s resources low in terms of usefulness for everyday information, such as health, consumer information, weather, and news. Library devices for borrowing are unreliable and insufficient in number. And one of Rocky’s points of pride—the middle school library’s flexible scheduling—is described as having too many regulations and limitations for teachers and students to understand, impeding access to the library space and resources. In short, Rocky is devastated at these findings. He knew that there was a possibility that the studies would show room for improvement, maybe in the outdated furniture, like unmovable old wooden tables and chairs or the regal monstrosity of the circulation desk, or how the collection of devices for borrowing was too small for the size of the school. But this is overwhelming. He can’t fathom that all this time he’s been presenting to the school librarian preparation program, thinking he had expertise and great perspectives to share, while all these failings in his performance were simmering and bubbling up back at the library.

The Path Taken: What Did They Decide to Do? Rocky takes some time to process this collection of data, analysis, and draft papers and then arranges a debriefing meeting with the university professor, Corey Marcus. They meet via video chat. Judging by their calm response, Dr. Marcus seems to be expecting Rocky’s disappointment. After Rocky talks for a few minutes about his surprise over the findings and his embarrassment over having felt qualified to offer expert guidance when he had so many problems under his nose, Dr. Marcus asks a question: “Is all this data about you, Rocky? Or is it about the school library?” Rocky is silent, and then replies, “I’m not sure.” “That’s OK,” Dr. Marcus responds. “Let’s sort that out a minute.” As they talk, Dr. Marcus affirms something that Rocky had previously wondered about and since dismissed. The lines seem to have blurred between

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Rocky “the person” and what Rocky views as “his” school library. Rocky leads the library, Dr. Marcus acknowledges, but to excellent effect and not without the influence and parameters of many factors. Dr. Marcus is kind but firm in suggesting how Rocky should view these reports. “You, Rocky, are not the Library. Your worth is not measured by any assessment of the library. And despite what you might think, you are not in this alone. Now, I’m not your principal, but I’d be glad to work with you on celebrating strengths and building up some of these other areas.” Rocky starts to feel better as they discuss evidence of growth and improvement in the longitudinal look at the collection. Dr. Marcus shares that early findings of the content analysis indicate an emphasis on student learning and products of learning, as well as choice and voice in library clubs and programs. They also remind Rocky of the school librarian profile section, which describes evidence of Rocky’s leadership across the standards. They scroll to a section about instruction and assessment that describes a class where students used discussion protocols to guide active listening and focused responses. The summary of another library observation session noted collaborative and self-guided experiences in the makerspace, such as a design challenge where students had to reimagine one space in the school and rebuild it with found materials. And the section on ethical and safe digital practices highlights a workshop Rocky provided to teachers on options for sharing students’ learning products with families. “And let’s not forget how you model your commitment to learning and professional growth to your student teachers. Fifteen at last count, right?” Dr. Marcus asks. “Yes,” Rocky nods. “And a new practicum student starting soon.” “I was hoping you’d bring that up,” Dr. Marcus smiles. “Let’s get that student working right away on observing culturally responsive aspects of the library space and materials, while you focus on the teaching elements. It will be a powerful learning opportunity to work alongside you with this lens in mind. It’s not really one thing but many—and I think it’s an area well worth thoughtful reflection on current practices and potential change.” Rocky knows from working with the university’s student teachers that their assignments include a drawing of the library space with an analysis of student learning activities and access to materials. They are also required to complete a collection development project on a subject area, which includes an alignment of titles to an academic standards and curricular unit, with recommendations on titles to weed and titles to consider for purchase. He starts to feel a little encouraged, motivated even, as he brainstorms with Dr. Marcus some ideas for what the student teacher might do. Maybe all this evaluation isn’t a report card but a push toward a new perspective.

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Questions for Conversation and Reflection 1. Rocky is struggling to differentiate between professional self-reflection, viewing his personal self-worth, and evaluation of the school library program. What are your observations of his efforts? What did you notice about his reaction to the school library study? 2. Why might a school librarian, or even an administrator providing a professional evaluation, get caught up in sorting out the performance of a person and the characteristics of a library? What aspects of a library’s operations or instructional opportunities may be outside the control of the librarian, thus limiting their influence? How might these circumstances be viewed or evaluated? Some examples might be the library schedule, the currency or representation of books in the collection, and opportunities for digital resources or a library website. 3. What is your response to the guidance of the university professor, Dr. Marcus, to celebrate the strengths of the school library and focus on improving cultural responsiveness in the library? 4. Talk about the professional expectations that Rocky will be balancing next: modeling professional growth and perhaps showing vulnerability to the new student teacher. What will this stance require of Rocky? How might he feel about opening up about weaknesses of the library, and how might he deal with these emotions and perspectives? 5. This story is an example of a common experience for school librarians: they are dedicated to following trends, and they understand that rationale for best practices, but at the same time, they are managing expectations within the constraints and opportunities of real-life schools. What are some other examples of these tensions that you have read about, observed, or experienced as a school librarian?

Additional Resources American Association of School Librarians (AASL). “School Library Evaluation Checklist.” National School Library Standards for Learners, School Librarians, and School Libraries. (2018). https://standards.aasl.org/wp-content/uploads /2018/10/180921-aasl-standards-evaluation-checklist-color.pdf. Among the many resources of the NSLS is this checklist, a tool for professional self-reflection and goal setting, for planning and assessment of instruction and library management, and for reference in strategic discussion with school principals and other leaders. Actions and activities are suggested at the building and district levels, grouped by Shared Foundation: Inquire, Include, Collaborate, Curate, Explore, and Engage. Although one might draw similar statements from the Standards themselves, this more compact checklist version is a handy guide. Gonzalez, Valentina. “Culturally Responsive Teaching in Today’s Classrooms.” National Council of Teachers of English. (January 8, 2018). https://ncte.org/blog /2018/01/culturally-responsive-teaching-todays-classrooms. This resource provides additional context and support for evaluating school library programming through the lens of cultural responsiveness. This is a

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mindset, not a “strategy,” that fosters connection with students. Although the setting here is the classroom, the guidance is highly relevant for school librarians, such as taking care and being intentional to honor students’ cultures and languages and choosing an asset-based mindset over a deficit-based point of view. IFLA School Libraries Section Standing Committee, Barbara Schultz-Jones and Dianne Oberg, Eds. “Chapter 6: School Library Evaluation and Public Relations.” IFLA School Library Guidelines. (June 2015). https://www.ifla.org/wp -content/uploads/2019/05/assets/school-libraries-resource-centers/publications /ifla-school-library-guidelines.pdf. Turn to this resource for an international perspective on planning, implementing, and assessment of effective measures for the school library, encompassing mission, services, space, resources, and more. Chapter 6 centers evidence-based practice in evaluating the school library and communicating about the library with stakeholders. Regarding “Program Quality,” the Guidelines acknowledge that a comprehensive program evaluation requires the support of administrators and even outside consultants but that even a self-study can yield useful information. Morris, Betty. “Chapter 14: Evaluation.” In Administering the School Library Media Center. 5th ed. Libraries Unlimited, 2010: 495–533. This last chapter of a “classic” management text is almost a hidden gem, with its pages of sample evaluation charts. Noting the 2010 publication date, it’s fair to acknowledge that expectations for some roles and tasks feel out of date in the decade of the 2020s, such as clerical staff who type accurately and promptly and efficiently handle mail. Yet other specifics will be welcome contributions to the higher-level professional performance descriptors of standards-based checklists or the very classroom-centric look-fors that principals use to evaluate teachers. Project READY. “Culturally Sustaining Library Walk (School Libraries).” https:// projectready.web.unc.edu/wp-content/uploads/sites/12341/2019/04/Culturally -Sustaining-Library-Walk-school.pdf. This guide offers instructions and examples to scaffold an honest, open-minded inquiry and careful reflection of a school library for culturally sustaining characteristics and responsiveness to the needs of a school’s Black Indigenous Youth of Color (BIPYOC). From guidance on getting started all the way through suggestions for debriefing and long-term planning, this resource “is an observation and planning document informed by research on culturally sustaining pedagogy and is based on the philosophy of creating a student-centered library program.” Focus areas include spaces, policies, staff members, collections, and instruction and programming.

5.4 STEPPING UP FOR SCHOOL LIBRARY ADVOCACY Context A school librarian is reluctant to accept an opportunity to host a state legislator breakfast at her school’s library, knowing that several invitees

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have a voting record unfavorable to public schools and that political advocacy isn’t her strength.

The Story I’d rather go to the dentist, high school librarian Alisha Weber thinks, reading over an email with subject heading, “LAST CHANCE! Breakfast with Your Legislator sign-ups due today!” The senders of this emphatic message are the cochairs of the state school library advocacy committee, for which Alisha volunteered last year. It’s a friendly committee, with a core group of members who have participated for several terms. After a year of getting acquainted with the committee, Alisha is starting to get to know the members much better as her term rolled into its second year. They hold monthly meetings via video call, and they’re very attuned to being welcoming, with lots of community-building exercises and time for conversation. Before last summer’s state conference, they gathered for a team-building outing to tour a local history museum and enjoy “high tea” with a museum docent and expert on historical customs. As part of their activities this year, all six advocacy committee members have been offered the opportunity to host a legislator breakfast at their respective schools. This was an event that the advocacy committee had led for many years but then paused because of funding, low attendance, and then–committee chairs’ hesitation to continue in what were becoming trying political times in the state. The committee’s new leadership and motivated members are trying to bring back the breakfast tradition with a pilot year. The outreach to legislators aligns with the strategic plan of the school librarians organization, demonstrating positive impacts of school libraries on students and student learning and representing regions around the state. The state association provides continental breakfast, and the advocacy committee coordinates invitations and correspondence and provides a suggested timeline for the ninety-minute event. State legislators are invited to stop in, view student work, tour the library, and learn about how the school library contributes to the school and student learning. The committee is seeking at least four members willing to host, although they have funding for all six members. Alisha likes getting to know fellow committee members from around the state and hearing all about their schools and libraries. But face time with legislators is about as far from her comfort zone as she can picture. When Alisha brought up the event to high school principal Martin Kopinski, he was encouraging but not able to commit any time to the planning. It’s a busy time in the school year, he lamented, right as teachers are submitting next year’s grade-level requests and intent to retire and students are scheduling next year’s courses, and they’re wrapping up state tests and make-ups.

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She should go for it, he affirmed—and be sure to call the district communications director to get some good photos for the website, he reminded her. Principal Kopinski holds none of the same worries that Alisha does, but then, he likes shaking hands and meeting with families. He faithfully attends all the school board and PTO meetings, cheers on students at plays and sporting events, and is in many ways opposite of Alisha when it comes to getting out there. The breakfast planning materials include a short dossier on each legislator who would be invited from respective committee members’ districts. Without looking at her list, Alisha knows whose names will be there— including a state senator who voted against a recent education bill that would have increased public school funding and mandated a school librarian in every school. Also on the list are a state representative, who is known for moderate opinions and generally good support for public education, and an elementary school counselor, the legislator’s spouse. Local officials, including the mayor and town council members, are also among the invitees, along with school board members. The host librarians are encouraged to prepare for a full house of “yes” replies. Historically, not all the invited legislators and officials come to the breakfasts. Sometimes they send staffers or no one at all, but this being a big election year, Alisha anticipates that the incumbent will look forward to making an appearance, as will her principal, once he gets a look at this list and hears about what a big deal it will be. Alisha is not into meet-and-greets or politics whatsoever, actually having signed up to serve on the advocacy committee as a way to learn about a part of the profession that she knew was a bit of a weak point for her—an “opportunity to blossom,” as her mother would say. The idea of calling a legislator or sending out emails as part of a hashtag this or that campaign just feels intimidating, even with the scripts that claim to make the communication simple and fast. And actually hosting an event for these people in person—Alisha is nervous just thinking about it. Alisha is imagining all sorts of options and outcomes. As she looks around the library, she sees a warm and welcoming space, if a little messy with frequent use. If the legislators did come for the breakfast, how might they see the library? She wonders if she should consider taking some posters and book displays down . . . but then again, maybe it’s too much pressure and she should politely and honestly say she would rather not take part. Here are a few of the possibilities and questions on her mind.

Get Out the Compass: What Should They Do Next? 1. Should Alisha agree to host the legislator breakfast? 2. If she does agree to host, what steps might she take to prepare? She is thinking about showcasing examples of student work and even inviting

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students to serve as hosts or tour guides. What scripts or pointers might she offer the students? What lines could she practice herself? 3. Still thinking about what hosting might look like, and how nervous she feels, could she set up the space in advance with an open house format and invite attendees to take a self-guided tour? 4. What if they ask her questions she can’t answer or ask to see books on some challenge list? 5. Whose support might she solicit in preparation for the visit and for the day of the breakfast? 6. If she does not agree to host, what are other contributions or projects that might demonstrate Alisha’s commitment to school library advocacy?

Questions for Conversation and Reflection 1. Consider this story but not through the lens of Alisha stepping up or “failing” to do so. Instead, think about Alisha considering making a choice to say no and take care of herself. How might this perspective shape your view of the situation? 2. Reflect on your comfort and readiness to engage in advocacy with legislators and district-level or government decision-makers. What kinds of interactions might this involve? How comfortable do you feel in this sort of advocacy or outreach? What experiences have you had to date? How were your efforts received? 3. Talk through some potential scenarios for Alisha. What are some potential positive outcomes of agreeing to host the breakfast? What are instances of the event going “sideways,” as Alisha worries about what might happen? 4. Alisha is navigating what she understands to be a professional expectation to be a strong advocate for school libraries. Reflect on advocacy on the part of librarians as part of school librarianship. Do you feel obligated to advocate for school libraries? What people, groups, or circumstances create this feeling for you? In what ways do you accept, question, challenge, or even reject the role of advocate? You might even widen the frame to reflect on perceived expectations for teachers to be advocates for education or advocates for different specialties, such as music or school counseling. 5. How much is riding on this visit? Has Alisha inflated the importance of the breakfast and her choice to host or not, or are the potential ramifications real?

Additional Resources ALA. “Advocacy, Issues, and Legislation.” https://www.ala.org/advocacy. Spend some time browsing the ALA website for legislative news and updates, information on recent advocacy-related actions, and tools such as links to find your elected officials and review policy statements. A few of the policy issues examined are library funding, copyright, and broadband. Learn about the work

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of ALA’s Policy Corps, a group whose charge is to “focus on issues for which deep and sustained knowledge are necessary to advance ALA policy goals and library values among policymakers.” Ewbank, Ann Dutton. Political Advocacy for School Librarians: Leveraging Your Influence. Libraries Unlimited, 2019. This book provides a comprehensive look at the systems, policies, and people that school librarians need to know about to organize and advance advocacy efforts. Share chapter 4, “A Primer on Education Governance,” and chapter 5, “Local Political Advocacy,” with new teachers and librarians to help introduce them to the decision-makers, stakeholders, and processes of a school system. Librarians of all levels of experience will appreciate the case studies, such as cases on policy changes, collective bargaining, and bond elections. Dr. Ewbank has also written many stand-alone articles on this subject; one to read is “Political Advocacy: Extending Your Leadership,” in the April 2019 School Library Connection. Harvey, Carl, II. “Chapter 11: Advocacy, Public Relations, and Marketing.” In The 21st Century Elementary School Library Program: Managing for Results. Libraries Unlimited, 2017: 129–133. This concise chapter begins by defining advocacy, which is distinct from, but related to, public relations and marketing. Specific messages are suggested for conveying to potential advocates what the school library and school librarian do, such as making contributions to the school improvement plan. Take opportunities to share data about the library with the school and community, suggests author Carl Harvey, such as totaling grant-funding figures to share with the principal and school newsletter. Kaaland, Christie, and Debra E. Kachel. “Chapter 5: School Library Legislative Advocacy Defined.” In Deborah D. Levitov, Ed. Activism and the School Librarian: Tools for Advocacy and Survival. Libraries Unlimited, 2012: 57–71. This chapter differentiates between “library advocacy” and “library legislative advocacy,” the latter involving engaging with legislators, including those at the state and federal levels. In addition to guidance on messaging and priorities, this chapter points out some potential faux pas or even infractions to avoid, such as emailing the wrong legislator or using district resources/funds for political activity, including advocacy, which could qualify as lobbying for a political agenda. Another insightful tip is that when researching legislators, librarians might look into both the districts where they work and (separately, in some cases), where they teach. Kachel, Debra. “Proactive Strategies for Maintaining School Library Programs, Part 1.” School Library Monthly 31: no. 2 (November 2014): 29–31. Kachel, Debra. “Reactive Strategies for Maintaining School Library Programs, Part 2.” School Library Monthly 31: no. 3 (December 2014–January 2015): 29–31. In this series of articles, school library educator, research, and advocate Debra Kachel separates out proactive and reactive strategies maintaining school library services. Proactive strategies include cultivating a team of vocal and trusted advocates, communicating with intention about the library, and curating evidence of contributions to the school and to student learning. As Kachel states, “Reactive strategies are rapidly put into play when disaster strikes. This often takes place in the final days of the school year so that public outrage and push back can be

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minimized by school officials.” Such strategies include getting district librarians together, calling on supporters, and pulling together local data as talking points. Moreillon, Judi. “Chapter 8: Leadership and Advocacy.” In Maximizing School Librarian Leadership: Building Connections for Learning and Advocacy. ALA Editions, 2018: 129–145. You might skip ahead to the “Sample Advocacy Plan” on the chapter’s page 141 before digging into this text that examines partnerships, alliances, and principles of influence, all in the name of setting goals and striving for progress as part of a school library advocacy team. Whatever the goal(s) of your district’s advocacy plan—this sample is about a request to hire a paraprofessional—it’s a useful framing to see all the steps presented together, from an initial articulation of a guiding value all the way through to implementation, follow-up, and reflection.

5.5 RUNNING FOR PRESIDENT Context A newly certified school librarian seeks to run for president of the state school library association and is disappointed when the nominating committee asks if instead she would consider cochairing an award committee.

The Story New and eager school librarian Sally Walker recently earned her library degree and state teaching license. With the confidence and know-how that two practicum experiences can provide and a few weeks at the end of the school year as an elementary classroom substitute, she was hired for her first professional school library position. She received outstanding recommendations from her cooperating teacher librarian and program supervisor and actually received two different job offers. The position she accepted is in an elementary school in a large suburban school district outside the southeastern city where she grew up. Sally is a passionate leader. She was involved in her student chapter of ALA in her graduate program and served as president during her second year. She campaigned (against just one other candidate) on her experience with student government as an undergraduate. She attended a midsize university where she double-majored in political science and English. She often drew on her people skills, which she cultivated through her long list of extracurriculars and volunteer service to help guide her as a practicum student and novice teacher. Sally took to heart the guidance in her school library classes to participate and seek leadership opportunities in professional organizations. She joined the state school librarians association as a student and paid for full membership at the start of the summer while searching for jobs. She is also a

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member of ALA and AASL. Excited to translate her leadership experience to the state level, Sally applies to the nomination and leadership committee for an upcoming vacancy as president-elect of the state association. In reading the requirements for nominees, she hesitates briefly on noticing a stipulation about officer candidates needing previous experience in association committees or school leadership. Figuring her student government and library association roles count, she submits the application along with a brief statement of interest highlighting her leadership to date and a sentence about bringing new energy to the organization. She is contacted by the committee during their deliberations period, when they are setting the ballot for elections for vacancies and making committee appointments. They have asked to set up a video call, which Sally takes to mean they would like to talk rather than send a standard email to share the good news of her upcoming candidacy. She rehearses a few talking points before the call, including memorizing the group’s mission and noting the major areas of their strategic plan, which she realizes she probably should have mentioned in her interest statement. During the call, Sally is taken aback when, instead of welcoming her to the slate of candidates, the committee chairs thank her for her interest and explain that the nominations for president-elect have been filled, with two experienced members running. Both candidates have served the organization in leadership positions for three or more years, the chairs explain, including service as committee chairs and board members. However—would Sally be interested in an appointment as cochair of a committee? Two slots are available: one for the cochair of the Innovation in School Libraries award and one as cochair of the state Reader’s Choice book award. In either role, she would lead alongside a second-year cochair, which is part of the organization’s approach to onboarding new leaders, they explain. The onboarding also includes a leadership development module, with asynchronous exercises and a series of synchronous discussions, panels, and meet-and-greets. Sally politely thanks the cochairs, not sure if she needs to give an answer right now or if she can wait. She feels like telling them no, out of feelings of embarrassment and rejection, but she’s a little relieved when the cochair explains that they’d like for her to review the committee charges over the upcoming holiday weekend. She is to send her response to the nominating and appointment committee by the end of the day Tuesday so that they can include her name in an upcoming announcement about committee appointments and elections.

Get Out the Compass: What Should They Do Next? As Sally ends the call, she feels confused and uncertain. It’s been so long since she was the new person in an organization that she forgot how complicated it can be to get started. But she’s dealt with challenges before, like the

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situation when the student library association’s registration with the university lapsed and she and the other officers had to reapply within a week’s time, updating the Constitution, confirming a membership roster, and attending officer training. She feels that she knows how these organizations work and that she has valuable skills to bring. Here are the topics on Sally’s mind. 1. First, should she accept the appointment to serve as a cochair, or just sit out this round of leadership opportunities? 2. Is there any scenario in which she might challenge or at least, question, the suggestion to take an appointment and not run for office as a third candidate? Should she get in touch with the committee again and ask them to clarify if they were making a suggestion that she not try for president or denying her request to run for president? 3. If Sally were to reach out and pursue the matter of running for president, what ramifications might unfold? Is she going to burn bridges by saying no to this first chance at state leadership? 4. If Sally were to say no to the cochair appointment, what reasons might she give to the cochairs? Her real reasons are a bruised ego and big-time disappointment. 5. What might she gain if she says yes to the cochairing role? 6. What other leadership opportunities might she seek out in any event, maybe more locally with school librarians or within the school?

Questions for Conversation and Reflection 1. Discuss the politics involved in Sally’s decision. Who are the people involved in this scenario, and what are their roles? Who holds power? 2. What do you see as the motivation for the nomination and appointment committee to offer Sally the cochair appointment? Do you think she is ready to lead this organization as president-elect? 3. What are examples of experiences that establish a positive path for future leadership in organizations like this state school librarian’s association? What are options for involvement? 4. What experiences have you had in such leadership roles, and what advice might you offer novice leaders like Sally? Or, if you are new like Sally, what questions do you have? Who might answer your questions and/or support your entry into these groups? 5. What might Sally gain if she says yes to the cochairing role? Consider the skills, professional relationships, and state-level experience with this organization. What might she risk in saying no?

Additional Resources For resources and volunteer opportunities at the state or local level, consult your state school library association website. For a current list of state

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chapters of AASL, view the AASL chapter directory. AASL’s Member Center provides information about membership and involvement in AASL. Harper, Meghan, and Jennifer Schwelik. “School Library Challenge: Changing Perceptions, Creating Supporters, and Gaining Advocates with Library Advisory Committees.” Knowledge Quest 42, no. 1 (September 1, 2013): 24–28. Gather your people—that is, supporters of your school library and all school libraries—through a library advisory committee, or LAC. The authors explain that “a broad-based LAC may include representatives from the student body, teachers, administrators, parents, district librarians, community members who may represent local business or the community at large, a representative from the public library, and a local university faculty member or an academic librarian.” You might concentrate the work of subgroups of a large LAC around certain issues, such as programming being considered by students. You—the school librarian—gain leadership experience in guiding members of this group to support needs assessments, strategic planning, data collection and analysis, and assisting with book challenges. Harvey, Carl, II. “Chapter 12: Leadership.” In The 21st-Century Elementary School Library Program: Managing for Results. Libraries Unlimited, 2017: 135–141. Carl Harvey considers investment in membership in school library organizations an opportunity to voice one’s opinions, connect with colleagues across levels of experience, and give back to the profession. In a field in which a school librarian is often the only librarian in a building, or even in a few buildings, the networking and learning offered by professional organizations are valuable. Pentland, Courtney. “Don’t Just Join—Engage!” Knowledge Quest Blog. (September 17, 2020). https://knowledgequest.aasl.org/dont-just-join-engage. Former AASL President Courtney Pentland offers “whys” and “ways” for getting actively involved in the activities and leadership of professional school library organizations. Among the “whys” are learning from others and building a network of colleagues and friends. As to the “ways,” she suggests joining committees or running for a board position in your state school library association.

5.6 ASKING FOR MONEY Context A school librarian faces tough questions and technology troubles when presenting a proposal to a PTO grant review committee.

The Story “Next we’ll hear from Star Mountain High School Librarian, Doug Oliver, with his proposal, Library Restock.” The PTO Chair nods to Doug, who stands from his seat to approach the podium. The setup is quite formal, with a speaker’s podium facing a table of four seated committee members with name placards. The meeting is in the

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school library, ironically enough, although the whole production makes Doug feels like he is the guest—or someone about to give testimony to Congress—and not a confident host in familiar environs. Doug typically applies for a PTO grant each year, with the mindset that someone has to get the funds, so it might as well be the library. He has been awarded small grants over the years, including funding to provide students books by a visiting author, replace seating when a skylight leaked on the comfy chair circle, and add a subscription database to supplement the offerings from the state library consortium. The funding program is not new, though the process just got a big overhaul. Previous application cycles required submission of a brief form, including a hundred-word narrative, basic budget request, and steps for measuring effectiveness of the initiative. The committee would review the applications among themselves and make a small but celebratory announcement in their monthly newsletter. This year, on the heels of a big donation that has upped the amount applicants can apply for from $500 to $3,000, the process includes a formal presentation on a school night, attended by the PTO Executive Board, fellow applicants, and a handful of administrators and interested teachers. The donor is also in attendance, flanked by students from the high school news media club, one of whom is her grandson. With this year’s request, Doug is seeking to boost the library collection’s representation of particular topics, formats, and creators, including BIPOC authors, youth activism, graphic novels, and books in languages other than English. He sees his title slide appear on the big screen as he approaches the podium, wondering to himself why he didn’t take the time to think of a cleverer grant title. “Restock” sounds like grocery store shelves or maybe livestock. Ah well, he thinks and picks up the remote to advance to the project overview. Just then, the ceiling-mounted projector makes a little pop, and the screen goes dark. People start looking around, for tech support presumably, which is actually just Doug tonight. He stayed after school to set up the library laptop and test the projector, which worked several hours ago. The next closest presentation cart is stored in the main office, and it’s probably locked for the night. Doug clears his throat. “These bulbs go out so rarely,” he offers. He considers apologizing and admitting that he should have been ready with a backup, but as the final presentation tonight, he decides against it. He doesn’t want to draw extra attention or blame for his role in this embarrassing hiccup. Doug also knows he actually has the new and pricey bulb in a pile of shipping boxes in the library office/storage room, but who knows which box. Doug spent so much time this week with classes and the proposal preparation that he didn’t get around to unpacking the shipment from the technology warehouse, figuring he’d unpack it next week. Luckily, he has his notes.

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He forces a smile, nods to the committee, and begins his presentation, glancing down at his clipboard when the intensity of the committee members’ stares get to be too much. He smoothly introduces the collection development project and shares samples of recent student and teacher book requests for titles that the library doesn’t own. The tables and infographics he prepared demonstrating the age and copyright of books in the existing collection would have been really helpful, but he talks through the highlights as best he can. To conclude, he notes how the request aligns with trends from publishers and discussed in prominent school library publications and blogs, along with a couple of snippets from book reviews praising books he has preselected. “Thank you, Mr. Oliver,” announces the chair. “Next we will have the question-and-answer segment, and if it’s OK with my fellow committee members, I’d like to begin.” She looks to her right and left, and the three members motion for her to continue. “Yes, I have to ask you: How ‘graphic’ are the graphic novels? Now, I know we’re talking about teenagers here, but are topics of violence, unrest, and tragedy really what we want our kids to be reading about? Isn’t the real world graphic enough?” Heads are nodding at the committee table, and an uncomfortable buzz spreads through the room. “And once we hear your response, I’d like to follow up with a suggestion that the library consider spending money on new books about local history. I walked every row of those shelves when I came in, and I didn’t see one title on the great families that founded this town. You know, the benefactor of the generous PTO descended from those leaders. But Mr. Oliver—first things first. What about these, shall we say, explicit novels?”

Get Out the Compass: What Should They Do Next? Doug isn’t sure where to begin. He never anticipated that a parent of a high schooler wouldn’t know what a “graphic novel” was. But here we are, he thinks. He realizes that when the projector broke, he could have taken three or four minutes to grab some books off the shelves to use as visuals. Is that water under the bridge? Or something he might try right now? The room is getting noisier, and he needs to set the record straight quickly. Swirling in his head are these questions and worries. 1. Should Doug pause the Q&A for a moment and retrieve some graphic novels to use as examples? What if the committee finds more problems with what the library already owns? Or should he maybe just explain that “graphic novel” means illustrated, book-length stories?

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2. This parent seems to think that one parent, or at least a small group of them, can determine what all students should be able to read in the school library. Should Doug address this part of the committee chair’s remarks? 3. What is the line Doug must tread here, in terms of demonstrating respect for parents and caregivers, appealing for funding, and upholding principles of access and ethics? 4. And what should he say about the second part of the chair’s comments, on local history not being represented in the collection? Doug knows that the parent couldn’t find the books because there are none in the library collection. Will a promise to “look into that” suffice, maybe with a mention of appreciation for the suggestion?

Questions for Conversation and Reflection 1. What is your response to the questions asked by the committee chair? Have you experienced yourself or heard about similar misunderstandings from patrons about the “graphic” in graphic novels? 2. Let’s say that Doug corrects the assumption about terminology but finds opposition to reading illustrated formats anyway? What are some talking points? Should he address such topics as varying formats of texts for students, encouraging individual preferences and choice, and the value of visual literacy? And if so, what might Doug say? 3. What are your experiences with asking for financial support for the library from school or community organizations? What tips might you provide to a colleague interested in applying for a grant such as the one described in the story? 4. What are elements of writing a grant proposal? What are key messages to convey? What is important to consider in planning a presentation asking for funding, tech equipment aside? What are some techniques to employ?

Additional Resources Farmer, Leslie S. J. “Chapter 8: Managing Funding.” In Managing the Successful School Library: Strategic Planning and Reflective Practice. Neal Schuman, 2017: 135–149. This chapter on library funding opens with an introduction to the types of budgets in use by schools and libraries and techniques for presenting a sound budget. In the section “Finding Alternative Funding Sources,” readers will find key information needed for grant requests and a list of practices that lead to successful grant funding. Additional chapters in this volume might also be valuable in planning for grant requests; for example, chapter 6 discusses “Managing Resources.” In addition to information around policies and procedures, a section on “Analyzing the Library’s Resources” suggests collection analysis and selection activities that would be useful in providing context and specific approaches to expenditures in support of a grant request. Rinio, Deborah. “Stepping Up. Using Research & Data to Improve Advocacy.” School Library Connection. (April 2018). https://schoollibraryconnection .com/Content/Article/2143893.

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This article provides specific strategies for integrating data analysis and locallevel research findings into communication for stakeholders. Recommended tips include using social math, that is, making statistics simple to understand, relevant, and impactful—for example, “instead of stating 33% of families, you might say one in three families.” Other tips are using infographics and visuals, aligning your message to shared values, avoiding either/or and negative statements, and being intentional about potential ways to collect data. Vibbert, Carolyn. “Begin Your Grant Writing Adventure Today.” School Library Connection. (September 2018). https://schoollibraryconnection.com/Content /Article/2150609. This is a brief and worthwhile article for learning about how to prepare for and build a successful grant proposal. Award-winning (and grant award–winning) Virginia school librarian Carolyn Vibbert reminds readers to begin with a strong foundation for a proposal, starting with some design thinking to shape the proposal around a problem, need, or opportunity rather than an interest in getting something new for the library. Another great tip is to explore funding programs not only with upcoming deadlines but those that have passed, to learn about successful programs and mark your calendar for potential next times. The article also walks through common requirements and steps of a grant proposal. Wong, Tracey. “Free, My Favorite Four Letter Word.” School Library Connection. (September 2018). http://schoollibraryconnection.com/Content/Article/214 8478. School librarian Tracey Wong points to her school library grant-writing and funding experiences as opportunities for professional and personal growth. In an environment in which—as she puts it—“you ask any school librarian about their budget, chances are they will tell you it is nonexistent, inadequate, or has been cut,” the skill set to propose, receive, and implement grant funding is critical. Among the techniques she recommends are listing measurable outcomes, considering sustainability, and reusing content from grant cycle to grant cycle, when possible.

Appendix A Professional Learning Activities The exercises described here are useful for library science or Library and Information Science educators and their graduate and certification students, district-level school library supervisors, and school librarians pursuing professional growth and development. Each exercise offers ways to engage with and extend the stories presented in the book. Although the suggestions are mostly written with facilitators of group sessions in mind, you might also explore some of these ideas on your own for journaling, planning for professional goals, or starting a conversation with a fellow librarian, teacher, or school administrator.

1. Role-Play Read a story that describes the opportunities, decisions, and/or exchanges among stakeholders. Assign or select parts. Provide a few minutes for participants to prepare, and then role-play the scenario. Stories with more dialog might be adapted as readers’ theater. Consider acting out the endings as written, trying out new endings, or creating original endings for open-ended stories. Invite reflections from the actors, and then open up the conversation to the group as a whole.

2. Draw a Fishbone Diagram Examine the causes of a problem with a visualization. Select one story for the group or invite participants to select one to work on individually. Identify the problem and write it in the box on the right, at the fish’s “head.” Discuss and identify major categories related to this problem, such as schedule, staff availability, budget, teaching philosophy, or time. Add these on the

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“spine” as “bones” of the fish. For each category, identify contributing factors or possible causes. Add these as smaller bones. Last, review and discuss the potential causes of a problem. What might be done with this information to work toward solutions?

3. Take a Gallery Walk Invite participants to respond individually or in small groups to questions selected from the stories. Using large chart paper and markers for face-toface or digital document/sticky note boards for online learning. Record responses, and then stage a “walk-through” to view and chat informally about others’ responses. Conclude with a group debriefing or individual written reflection.

4. Write SMART Goals Identify a skill set featured in one of the stories, such as communication with parents, coteaching with a classroom teacher, or facilitating discussions among students. Write a SMART goal (that is, goals that are Specific, Measurable, Attainable/Achievable, Relevant, and Time-bound) around strengthening this competency in your practice.

5. Consider New Directions Select a story that reveals the ending, and discuss a different path and potential outcomes for the persons and/or initiatives involved in the story.

6. Curate and Share Building from one or more of the “Additional Resources” lists, identify an audience and build out a curated collection. Consider adding suggested

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opportunities for application or implementation. Present and share the collection.

7. Play “Worst Case Scenario” Talk through the decision points in a story and exchange with a partner, or going around in a circle, talk about what might be the “worst case scenario” to unfold; outcomes might be funny, serious, or in-between. Consider how an examination of the “worst case” brings to light the factors and potential outcomes in a decision.

8. Play “Would You Rather . . . ?” Prepare a list of this-or-that–style factors drawn from a story: Would you rather . . . speak up or say nothing? Do more than your share or only what you think is fair? Ask for help or carry on alone? What are the potential results of one or the other, and what do they reveal about our preferences, strengths, and habits of mind?

9. Share a Protocol-Based Discussion Drawing from one or more of the suggested questions accompanying the stories, share a group discussion structured according to a discussion protocol in which participants engage according to roles, sequences, and ways of communicating. Some examples are concentric circles or speed dating (in which a subset of the group moves from person to person around a circle or down the line to talk, while the other subset remains in place); fishbowl (in which two people talk while others observe); four corners (in which four options are presented, and participants move to the space that reflects their preference or answer); or a variation on concentric circles, in which small groups begin a discussion, and after a certain time period, a select number rotate to new stations.

10. Examine Dispositions and Soft Skills Select and discuss a disposition or soft skill that plays a major part in a story. Some examples include creativity, problem-solving, communication, leadership, and flexibility. What are the characters’ strengths or opportunities for growth in this area? How might a person develop these skills?

11. Do a Quick Write Choose a question from a story and invite participants to write their response (or on your own, write) for a short, specified period of time, such as two to

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four minutes. Encourage writing whatever comes to mind, such as questions, reactions, or suggested replies.

12. Map Out a Story Reflect on a decision, opportunity, or problem that you have encountered as a school librarian. Who were the stakeholders? What were the context and timeline of events? Was there one decision to make or a series of turning points? Take this information and map it out into a concept map, timeline, or journal entry. What did you decide to do? What were the outcomes? What “levers” might you push or pull differently toward a potentially different outcome?

13. Switch the Setting With a partner or small group, change the school level of a selected story, from high school to middle, elementary to middle, and so forth. What expectations might change for . . . the teachers, students, schedule, and the librarian? What factors might stay the same?

14. Take Part in a Think-Pair-Share or Elbow Partner Chat Select a question to reflect on individually, and then discuss your responses and ideas with a partner before sharing out with the group at large. What themes, questions, and concerns bubble up?

15. Find the Standard Work backward from a story to identify standards that align with the skills and competencies for the librarians and students. Mark up the story to note information literacy and related learning skills as well as (for the educators) professional competencies and dispositions, and then identify matching standards or competencies from AASL (American Association of School Librarians), ISTE (International Society for Technology in Education), or other professional organizations.

16. Make a Decision Tree Take a problem or decision from a story and explore what might unfold through a series of choices. Write out the main problem, and from that, create a “tree” of various paths shaped by where different choices might lead. With each opportunity to make a choice (a “node” in the drawing), draw the paths that branch out, leading to more nodes and eventual, potential outcomes. From the completed tree, share a discussion of observations, tradeoffs, and preferred or best-case outcomes.

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17. Rewrite the Angle Consider a story from the perspective of a stakeholder other than the school librarian. What might the point of view of the student, parent, teacher, or other character introduce to readers? Write or talk through the story from this new perspective.

18. Agree or Disagree Select a story with an ending, and take a stance on the decision or actions taken by the main character(s). Do you agree with this person’s choice(s)? Why or why not? To explore these perspectives within the group, participants might write about their stance, present their position in an informal debate, or create a group T-chart of reasons why they agree or disagree.

19. Social Reading Working with a digital version of the story, use mark-up tools such as highlights, circles, comments, and text boxes to exchange reactions, observations, questions, and responses in real time or asynchronously, which allows for more think time. Participants might identify key passages or language, turning points, or important factors to consider. A print version of this exercise could be to have participants mark up the same printout of one story, perhaps passing around a small number of stories at one time, or making this activity one station in a set of individual learning stations.

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20. Write a Blog Post or Social Media Stories Take on the role of one of the school librarians portrayed in the stories. Write a blog post or series of social media stories describing how you approached the situation as described, with the goal of helping others who might encounter similar situations. What considerations might be required to present yourself honestly, professionally, and with respect for the privacy of people in your school?

Appendix B Quick Takes These ideas didn’t make it into a full story, but still make for great reflection, conversation, and perhaps some commiserating or problem-solving with a school librarian, educator, or friend.

Chapter 1 Student Voice 1. You want to reach out to the special education teachers to bring their students into the library more often, but you don’t have a lot of experience with learners who have the disabilities that are represented in the class. You’re wondering, What if I do or say the wrong thing? 2. A school leader (principal, technology administrator, or person who works with student and family services) has asked you to facilitate the circulation of a new set of digital devices and Wi-Fi hot spots. You think this idea would help students, but your knowledge of this equipment is limited. What do you need to know? How would you organize and manage this collection of digital tools? 3. A student is asking for materials on (consider a topic pertaining to hate speech, conspiracy theories, or subverting safety measures). How do you respond? 4. To help with staffing in specialized subjects, your school offers a few courses via hybrid modalities, with instructors and students joining from other schools. For each class, some students participate in person and some students join via video. In a recent research lesson you taught, engagement seemed to be lower among online students. What are best practices for increasing interaction and participation in this environment? 5. You have recently completed a diversity audit and major weeding of the library’s collection, and you’ve set up a five-year plan for purchasing new

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Chapter 2 Instruction and Assessment 6. In your elementary school, you see certain grade levels only half the year as part of a complicated specials rotation. You don’t even see the same grade levels for the same semester; for instance, one third-grade class has library in the fall, and the other two are scheduled for the spring. How can you manage this situation and still align with learning going on in their classrooms? And what rationale might you point to in proposing a change? 7. In an effort to unify instruction around (media literacy, ethical use of information, citing sources, etc.), your principal has asked you give a brief introduction to a skill and examples from recent library classes at each monthly faculty meeting. You don’t like to present in front of large groups, but this is a great chance to speak up. How would you prepare? What information would you provide? 8. Your principal is fond of saying things like “Our students don’t get grades in the library” when referring to school-wide efforts toward literacy achievement or when planning professional development dealing with communicating students’ progress. You do spend a lot of time on formative assessment. How can you change the impression that library skills don’t count? 9. Your students, and, frankly, you, are losing interest in the routine of reading aloud and borrowing books every library class, but you just don’t have that much time to mix it up in twenty-five minutes. What are some quick, engaging learning activities that you might try in this time frame? 10. The teachers in (add grade level or subject area here) seem to be signing up for fewer library research classes this year. You think it’s because they’re using digital devices in the classrooms instead of coming in for library instruction. How can you get them to start coming back?

Chapter 3 Traditional and Digital Literacies 11. You want to genre-fy the school library collection but the other librarians at the same level in your county (or district, system, etc.) aren’t interested in changing their organization systems. Should you try it anyway? Whose help and support might you need? 12. A teacher asks you to help update an old assignment (e.g., book report, biography poster, habitat model, current events article summary) into a digital version and coteach the project. You’re excited to take this on but also don’t want to take over. What’s your strategy for suggesting a new approach? 13. A yearly school tradition is to invite a locally known storyteller to share stories in a school-wide assembly. In recent years, you’ve grown uneasy at

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some of the stereotypes portrayed in the stories. What options might you consider in bringing this to the attention of school leaders and teachers? 14. After a few years at one school library level (elementary/middle/high school), you’ve just switched to a new level. You need to get to know this collection and the interests of your readers to help learners find books. What are your plans and priorities? 15. The English language arts and reading teachers at your school have asked you to partner with them in planning some book discussions to introduce and strengthen students’ skills in critical literacy. What are these skills? What are contributions you might make?

Chapter 4 Access to Materials and Spaces 16. A caregiver comes into the school library with a list of books their child can’t read during library time or check out. How can you follow their wishes without excluding the child from activities? How will you refer to and manage use of this list during book borrowing time? 17. A parent volunteer takes it upon themselves to sort and arrange library books on to a shelf for “mature readers.” How do you respond? 18. During an accessibility and safety inspection of the school, several problems were identified in the school library, including access around shelving and furniture for students in wheelchairs and walkers, a lack of tables of varying heights, and shelves not reachable from a wheelchair. You’ve been asked to work with maintenance staff to make adjustments. How will you prepare? 19. Your school system has in recent years purchased subscriptions to a variety of digital resources, including streaming services, reference databases, audiobooks, and ebooks. Keeping track of log-ins, compatible devices, and search options is getting overwhelming. How might you manage this collection? 20. You’ve been invited to serve on a task force charged with reviewing and updating the school district’s acceptable use policy. What information do you need to prepare? What will be your approach to communication and productive participation? What challenges do you anticipate might arise?

Chapter 5 Leadership and Partnerships 21. You have been instructed by school administrators to take down your personal social media account because of concerns with “political content.” What should you do? 22. You’re moving to a new town and leaving your library position. You’re asked to prepare to write interview questions and serve on the committee that will replace you, but you have reservations about the outlook for a new librarian, including the budget and long-term job security. How do you balance these concerns with your interest in finding the right person to take your place?

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23. You’re lucky to be in a job with a part-time paraprofessional but don’t feel so lucky when the principal wants them to “just do book checkout” for three kindergarten classes a week while you take your contracted lunch periods. Should you object? 24. Your district wants to call you _____, but what you want to be called is ______. Or your school library is called the _____, but you think it should be called _____. How important is your job title to you? What’s in a title? And what are your options if you want to pursue a change? 25. Within the first week of your new job, you were instructed by the principal and recently reorganized PTO to close down the library for a week twice a year for the book fair. You think the books are overpriced and of poor quality. Can you say no?

Appendix C Library Stories IRL: School Librarians Recount Pivot Points This section offers stories and reflections from three practicing school librarians—Robyn, Wendy, and Stacy—all facing decision-making moments in their schools. As you read, you might reflect on the following threads that reflect school librarianship in real life (IRL): • Who are the people in each story? What are their interests and goals? Who holds power? • What was the problem as described by the school librarian? Or perhaps we might ask, what was the opportunity? • Was the decision or path taken reflective of a short-term or long-term solution? What activities or outcomes might be observed or assessed next to keep improving and moving forward? • What skills, dispositions, or other professional attributes do you observe in the stories of these school librarians? • How might you apply integrate the ideas or lessons shared into your school library?

Reworking Spaces Robyn Young, Avon High School, Avon, Indiana As with any library, getting students and teachers to visit the library on a regular basis has always been one of my main goals. I’ve wanted students to see the library as a welcoming place to hang out, similar to what my own

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experiences were with my elementary school library. It was my favorite place to be, and I wanted students at the high school library to have this same response to our library. The high school library at which I work was built in the late 1990s. While I loved the ’90s, the library quickly became dated and tired looking with all of the medium oak and teal-toned carpet. It was a very traditional library with a large circulation desk where the library assistant sat, while a student assistant sat at the other side and was responsible for book checkout. We had a large reference section, thirty-six computers, and rectangular tables with hard wooden chairs. As the school went 1:1 and the thirty-six computers were no longer going to be used as they once were, I had to reassess the functionality of the library and determine how to get students back into a place that felt old. Class usage dropped, as I was now going into classrooms more and more to do instruction, but I couldn’t shake the idea that I wanted kids and teachers back in the library. I wanted it to be the hub once again, but I didn’t know how to do that. I felt that I had to find a way to change the space—the way it looked, the way it felt—to make people love it once again. Enter the library advisory committee (LAC). When I first became a school librarian, I had an LAC, but running two libraries, facing an exploding student population, teaching research, and managing all of the many other things we do, I somehow thought I didn’t need feedback from my users any longer because I knew what a library should be like. I forgot that it was their library and not mine. After seeing the decline in usage from all students having their own laptops, I knew I needed help. I put out a call to teachers and students, and I got a wide representation of people to join the group. As we looked at redesigning the space, the thing we came up with the most is that we needed money to do many of the things we wanted to do. It was the LAC’s recommendation to start the coffee shop. I wasn’t sure about it, because it just seemed like a lot of work when I already had so much other work to do, but with the help of some students and a Keurig, we started a small coffee shop. As I had students get more involved with the coffee shop, they decided they wanted to sell iced coffee, and it just took off from there. It ended up completely changing the way the library felt in a really good way. Kids would come into the coffee shop and thank me for having something like this for them. In yearly surveys, they began to describe the library as cozy, comfortable, inviting. This was just what I was hoping to do in changing the atmosphere of the library. And I can attribute all of this to the LAC. Our coffee shop ended up being so successful, we were able to take the money from that and buy comfortable seating that really transformed the space once we got rid of most of the clunky and large computer desks. One day I was working on placing orders, a time-consuming activity that I often did in the solitude of my office. I was tired of being stuck in there, so

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I sat at the café tables that we had purchased with the coffee money. Students kept coming up to me over and over again, asking for help and talking with me. This was something that happened when I was working with classes, but not particularly when students were just looking for books on their own. As soon as I sat out at a regular table, they were asking me for help constantly. At that point I decided, again with the help and advice of the LAC, that I was going to eliminate the standard use of the circulation desk. I worked with our industrial tech class, and they created high tables for me that acted as our desks, which we moved out to the center of the library. The old circulation desk was then turned into a cafeteria area, where kids could bring lunch if they wanted to eat it (this was relatively shortlived, as it was too messy!). By doing this, it put my desk in the center of the library, and kids began to approach us for help. We became very accessible to them, and this again changed the culture and feel of the library. To create a space for the new desk area, we removed the old reference section shelves and removed additional bookshelves in the nonfiction area. This created a more wide-open space, again as recommended by the LAC. The LAC continues to give great advice on other things to do with the library. We have continued to change the way our shelving looks by incorporating dynamic shelving, and we’ve even put removable wallpaper over some of the old medium oak shelves, and it makes them look amazing. Trying to add color was one of the things the students said was important to them in survey after survey. So we’ve tried to cover the medium oak in any way we can. Using chalkboard paint on the old circulation desk was another way to have students draw all over that to make it really their own. Because of the many changes that we’ve incorporated into the library, we now have so many students wanting to come in that we have to limit based on space and availability. Ultimately, we didn’t end up spending that much money to make the place inviting to students. We got a grant for some new furniture and bought some tables, but the little changes are what made it accessible to our students and welcomed them in. We could not have done this without the LAC and the coffee shop. Both things really made our changes possible.

How Can I Help? Wendy Garland, Avery Elementary School, Dedham, Massachusetts A fourth-grade student asked me if he could “help” in our library. He saw parent volunteers in our library and wanted to know if and how he could contribute. I love his excitement. I want to do this more than anything, but times have changed and I have a major roadblock: the schedule. I am on the recess/lunch schedule daily. Low staffing has put me back in the rotation. Once upon a time, my principal worked the schedule so I could

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have library programming during lunch/recess, but she is no longer able. I understand and respect her decision. If I want to make this work, I have to think creatively. Another consideration is, What will this student do? In the past I made a list of library jobs and made a checklist. Helpers would come in, choose a job/jobs, do them, and check them off. It worked. It got jobs done, but it didn’t give room for students to put “their stamp” on our library. How could I change that? I tell my student that I love his interest and willingness to help. I ask him about what ideas he has to make our library a more welcoming space. I ask him about what kind of skills he has that he would like to use. He tells me that he likes seeing books on top of shelves, helping him decide what to read. He tells me he would like to organize displays. I tell him I would love his help but need the help of his classroom teacher to coordinate this. I tell him I will get back to him with a proposal. I had a conversation with the classroom teacher who was happy to support the endeavor but understood this would mean sacrificing time away from her classroom. I asked her what time of day she could sacrifice. Her mornings were most flexible with early parts of the day flexing with staggered arrivals, breakfast, morning work, and so forth. She was happy to send him to the library once he checked in and ordered lunch. How often? We set up a window of opportunity: the classroom teacher needed him to complete her morning expectations, help me, and be back by 9:10 a.m. for Morning Meeting. How often would be up to him. I presented the proposal to him and regularly saw him four or five times a week. I gave him a lanyard and a badge for when he was “working.” He created displays, tying them to the month, and began making signs for his displays. It appeared to work—until his classmates picked up on this. Soon I had a group of students asking me the very same question: “Can I work here?” With the classroom teacher’s permission I created a team of workers, who began by filling out job applications and meeting with me for an interview. This team of students took on projects based on their interests and skills, which included: • Calculating data about how many students were visiting the library for the morning and looking for patterns like busiest days (and months) in the library to share with our new principal • Designing bookmarks that we digitized and printed on sticky notes so they wouldn’t fall out of books • Identifying books we had in our library from around the world. This student began with a list of countries she wanted to read about and researched how many books we had where she could learn about the country or read a story

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that took place there. She identified three countries with the lowest representation and proposed I purchase books representing these countries. • Creating more appealing signs for book bins.

These projects were authentic, stemming from conversations we had during their interviews. I provided them with guidance during their work time, but the ideas and the projects were student driven. These students were able to put their personal stamp on our library. It was a successful collaboration thanks to the flexible classroom teacher and the idea of one student.

The Relationship between IT Professionals and the School Librarian Stacy Brown, The Davis Academy, Atlanta, Georgia School librarians are often tasked with responding to technical questions relating to hardware and software. This happens so often that the lines between where the network administrator role begins and the school librarian’s role ends are increasingly blurred. When information technology (IT) professionals feel inaccessible, perhaps because they are not housed on campus or because they are so busy they are unapproachable, school librarians often become the primary point person for technical issues. Working in a small independent school, the need to fill in as tech support is no different. I have been asked countless times to drop everything and emergently run up to a classroom and assist a teacher in need of an interactive whiteboard reboot. On one hand, it is job security, but on the other hand, it can also present challenges that feel daunting. For example, there have been times when I have been unable to assist. I might lack the required online credentials to access the data that needs to be updated or the knowledge of the IT infrastructure to “fix it.” This is where relationships come into play. It has become increasingly important to build trust between myself and our network administrator, for several reasons. For one, he needs to know that I am sincerely attempting to help him by cutting back on his to-do list and problem-solve in his absence. Second, he needs to feel comfortable in providing me with additional data authority to resolve IT-related problems. Finally, through improved communications, I hope to ensure that my good faith efforts are viewed in a positive light. None of these attempts has proven to be easy. While I would like to consistently live by the mantra of making lemonade out of lemons, it is not always so simple, especially when problems and solutions rely on human relationships. School librarians are in a unique position in that our relationships with IT professionals not only impact us but can also impact our colleagues’ ability to effectively and efficiently progress in their work. Often we become

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liaisons between coeducators and the IT department. Knowing this, I have tried just about every trick in the book to improve the relationship between myself and our IT professionals. There are times when it feels as though our school’s progress depends on it—for example, when a group of teachers is displaced from their shared homeroom and need the authority to print from their laptops, a printer’s ink is running low at the absolute worst time possible and requires a replacement cartridge (stat!) located in the locked IT office, or a student’s computer has gone rogue while the rest of the class needs the teacher’s focus (otherwise, someone may get hurt). Issues pertaining to privacy and security requiring immediate attention also generate a sense of urgency. The examples are endless, and the resources are limited. This is the scenario in which I found myself. I needed healthy harmonious relationships between the library professionals and the IT department. While we will never be successful all the time in understanding what makes people tick and how to best approach them to gain support, sometimes the process of elimination is the best bet. I first began by attempting friendship. This meant offering homemade chocolate chip cookies, asking about the new house, and inquiring about the children. While it seemed to result in quick pleasant exchanges, it didn’t quite stick or carry over into situations when cooperation was critical. Next, I tried listening. There were obvious moments when IT felt taxed and situations appeared unmanageable. This is often at the beginning and the end of the school year or what I refer to as “tax season.” Simply being a listener when the need to vent arose did seem to work. But again, only for the moment. There’s that old saying that flattery is everything. Sincere flattery highlighting the ability to navigate the complexities of an ever-changing role didn’t hold weight either. In fact, it almost seemed to highlight a divide even more. The skills of the IT professional are unique. So how did I ultimately strengthen this important relationship and make it stick? For starters, I continued to try different things from the relationship playbook. I was friendly, asked personal and professional questions, and worked really hard to see things from IT’s perspective to help me feel resilient in my efforts. But ultimately two things made a lasting difference. First, I finally found a common language: a love of baseball. I discovered that our school’s IT professional was just as enamored with baseball as my family was. While I perceive my professional work as a break from being present at my child’s numerous baseball games, I leveraged that sport to strike up routine conversations for which our IT professional always seemed to make time. It was like flipping on a switch. It was that easy. After identifying an irresistible topic that led to more opportunities for communication and understanding, I started feeling braver. Bravery is what led me to my second strategy: the big ask. I serve on a board for a local technology educator group and as part of the event planning committee, I was brought in to help find a solution when

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a keynote speaker canceled at the last minute. The board president was feeling desperate to fill the spot. I thought about how I had been so focused on the relationship between the school library and the IT department and wondered if other people felt these same divisions. I took that thought and turned it into an opportunity. I very politely asked my school’s IT professional if he would be interested in copresenting a session with me in two days’ time if I promised to do the heavy lifting. I explained that the topic would be about navigating the relationship between school librarians and IT professionals. At first, he seemed reticent for fear of public speaking, especially when the content would be less about technical expertise and more about abstract concepts. I promised I would be his wingman and his copilot at the same time. I would put the slides together, engage the audience for their contribution, and show the utmost respect for his input. From these promises and with some trepidation, the session School Librarians Are from Venus and IT Professionals Are from Mars was born. In truth, I don’t know how well the session was received because it was over Zoom, and it was practically impossible to read anyone’s body language. However, one thing is for sure. This partnership further improved my rapport with our IT professional. We were on a virtual stage, as a team, working hard to set each other up for success. He was invested in participating because I was in a bind. I was invested in making sure he felt comfortable because I had promised I would. We were both working to achieve something for the other. It was magic. These two strategies, finding a common interest and working toward a joint goal, changed the dynamics of our relationship. Now, it is solidified that he trusts me to help him when I can reasonably do so, and he, in turn, works hard to do the same. At times, I may find myself serving as a mediator between him and another colleague, and as long as I demonstrate that we are all on the same team with mutual respect, kindness, and baseball chatter, it seems to work well.

Index Access: to fiction books in a library collection, 95–99; to information and library spaces, 89–91, 102–106; limited or discouraged as a result of fines/other policies, 106–109; related to book borrowing, 92–95 Access to Resources and Services in the School Library: An Interpretation of the Library Bill of Rights, 94 Action research, 110–113 Administrators. See Principal; School administration Adulting, 55–58 Advocating for school libraries, 27, 79, 113, 120, 134–139 American Association of School Librarians (AASL): ALA/AASL/ CAEP Standards for Initial Preparation of School Librarians, 120; National School Library Standards, 31, 42, 65, 94, 119, 150; organization, 77, 140 American Library Association (ALA), 139–140 Assessment: formative assessment of student work, 9, 33; of librarian’s and teachers’ work, 31, 123; reader’s, 10; of the school library,

110–113, 130–134; selfassessment, 34, 46–50; of student learning, 29–31, 46–47, 51, 52, 74, 132 Audit of school library collection for diversity, 95–102 Bias: antibias training, 96; detecting, 41–45 Bibliotherapy, 3–5 Bishop, Rudine Sims, 98 Books: bilingual, 13; booklists, 1, 4–5; check-out, 12, 47, 52–53, 92–95, 131; circulation policies, 92–95; family club, 79–84; labeling, 69, 90–91, 114–117; LGBTQ+ labels, 116; reading levels of, 11, 80–81, 82, 89, 114; recommending, 1, 4, 12, 37, 114; student clubs, 77; suggested to weed and purchase, 132; as windows and mirrors, 98, 99 Borrowing: flexibility in policy, 102; during library class, 52–53; policies that restrict, 92–95 Budget: of library, 11, 23, 25, 69, 94, 96–97; as part of grant proposal, 143; of PTO, 121

166INDEX Censorship, 101 Challenges to library materials, 100–101 Circulation: data about, 97, 110; of materials during library class, 52; policies for, 92–95, 109 Civics. See Social studies class Classroom teacher: attends professional development led by school librarian, 122–123; believes library should be quiet, 103; chats in lunchroom about public library, 126–127; designs student selfassessment, 46–50; disapproves of behavior management and appearance of school library, 36–40; enthusiastic about reading incentive program, 67–69; keeps students in classroom during scheduled library class, 103–105; participates in collection audit, 97–99; participates in coplanning instruction, 7–9, 15–18, 31–34, 63–66, 71–74, 84–87; requests change in circulation policy, 93–94. See also Collaboration Collaboration, 79; with classroom teachers and school librarian, 9, 15, 18, 19, 25, 31–34, 37, 40, 41, 42, 46–49, 54, 58, 59, 61, 78, 84–87, 124; with community partners and public libraries, 70, 125–129; culture of, 125; data-driven, 51; equitable, 67; with families and school librarian, 14; further resources on, 58–59; among students, 16, 64, 66–67, 75, 113; with a university, 64 College and career readiness, 4, 23, 31, 55–56, 58, 99 Committee: curriculum, 52; diversity audit, 96; for educator assessment and development, 123; for family literacy event, 15; interviewing,

19, 68; librarian shares expertise with, 58; library advisory or LAC, 142; within professional organization, 135–136, 139–141; PTO grant review, 142–145; PTO subcommittee for book club, 81 Community: advocacy in, 26–27, 29; among learners, 16; of attendees at library events, 12; attention to student walkout, 23–26; as audience of library communication, 22, 61, 138; classroom, 109; comments and questions from, 44–45, 87; community-building, 135; events shaping student services, 3, 96; funding from, 145; liaison to, 37; literacy partners, 71, 126–128, 129; outreach, 14, 96; participants in events and initiatives, 39, 96–99, 142; of readers, 62; school, 38, 41, 95, 104, 116, 120, 125, 131; service learning in, 63–66. See also Professional learning community (PLC) Community college, 56, 97 Copyright, 24, 54, 72–75 Counselor. See School counselor Critical thinking, 26, 33, 42, 62, 76, 99, 100 Curation, 30, 46, 84–88, 97, 138 Curriculum: alignment with library collection and resources, 23, 95–99, 111; alignment with library curriculum and research model, 76; digital citizenship as part of library curriculum, 51–54 Día (El día de los niños/El día de los libros or Children’s Day/Book Day), 102

INDEX Data: analysis, 110; circulation, 97, 110, 113 Digital citizenship, 51–55, 77, 92 Digital literacy, 11, 30, 31, 49, 51, 55, 61, 63, 71, 78 Digital storytelling, 30–34, 71–75 Disabilities: accommodations in a library for people with, 90; students with, 65, 153 Disciplinary exclusion, 91, 102–106 Discussion: in class, 55–58, 132; among educators, 48–49; strategies for facilitating, 9, 34, 45. See also Books District-level library department, 31, 40, 77, 78, 79, 96, 126 Diversity: contributors to a collaborative relationship, 58–59; reflected in books, library collection, and learning materials, 95–102; in sources for a student assignment, 42; steps in auditing collection for, 100–102; of students and community, 11, 15, 56, 90, 109; as topic of learning, 65 Ebooks, 11–13, 31, 81–82, 97, 122, 155 Elementary school, 11–14, 36–40, 51–54, 67–69, 71–74, 92–95, 102–105, 110–112, 114–116, 120–124, 125–128, 139–141 Emotional health: of students, 2–7 English/English language arts teachers, 7–9, 43, 61, 71–72, 86 English language learners (ELL), 11–15 Evaluation: of information by students, 76; of the school librarian, 30–36, 127–128; of the school library, 110–113, 130–134 Evidence: evidence-based practice, 30–34, 35–36, 110, 120, 125, 130, 132, 134; of practice, 30–34,

167 35–36, 70; presented as part of student inquiry, 23, 76; of student learning, 26, 31, 34, 51, 113, 138 Executive functioning of middle schoolers, 46–50 Family and families of students: antibias training for, 96; assetbased view of, 106; attending Open House, 11–14; beliefs in the classroom, 42–45; communications with, 84–87, 93, 132, 136; costs to participate in book club, 82; experiences with reading incentive programs, 69; facing economic hardship, 109; game night box for, 122; in town demographics, 11, 56; literacy, 67–68, 70; literacy and library events for, 15, 68, 79–84; outreach and involvement, 14, 78, 87, 128–129; programs for, 3; relationship with school and school librarian, 83, 87; volunteers, 127; who are English Language Learners, 12–15; who are refugees represented in books, 98 Fiction collection, 95–99 Fines, 106–109 Future Ready Schools, 119, 120 Genre categories, 1, 12, 53, 81, 114–115, 154 Goals: learning, 25, 43, 65–66, 73, 87; professional, 4, 19–21, 30–34, 48, 54, 57, 77, 79, 87, 95, 122, 124, 129, 138, 139 Graduation requirement, 7–9, 56, 64 Grants, 142–146 Graphic novels, 9, 81–82, 94, 143–145 Guidance counselor. See School counselor

168INDEX Health: class, 84–87; and well-being, 2–7 High school, 2–5, 7–10, 23–26, 30–34, 55–58, 63–66, 84–87, 95–99, 134–137, 142–145 Hold request for books, 93–94 Independent school, 36–40, 114–115 Information literacy, 26, 29, 31, 49, 51, 61, 75–79 Inquiry lessons, 15–18, 31–34, 41–45, 75–77, 78–79, 84–87 Intellectual freedom, 23–27, 46, 90–91 International Society for Technology in Education (ISTE), 31, 65, 74, 150 Inventory: reading, 48; yearly, 53 K-8 building, 121–124 Labeling books, 69, 90–91, 114–117 Leadership: by classroom teachers, 47; in collegial relationships, 57; of librarians, 5, 26, 40, 119–120, 121–125, 130–133, 139–142; opportunities for students, 20, 82 Learning objectives, 8 Legislators, 134–138 Library class, 29, 39, 71, 87, 95, 102–103, 110 Library mission, 94, 95–99 Library policies, 25; general, 92–95; for owing fines, 106–109 Library rules: general, 92–95; for overdue books, 92–95, 106–109 Listening: in collaborative planning, 48–49, 78; skills for students, 34, 57, 61, 86, 132; to stakeholders, 120; to students on the part of the librarian, 20, 79–82

Literacies, 62 Literacy, 61, 62, 71, 81, 82; coach, 7–9, 67; early, 129; family events, 15, 68, 79; interaction, 10–11; organizations, 68; resources for further information, 70–71; skills and learning activities, 15, 30, 47, 58, 59, 66–67, 70, 81, 82, 90, 105, 117. See also Digital literacy; Information literacy; Media literacy; Visual literacy Literary analysis, 7–11 Makerspace, 23–26, 49, 50, 110–113 Management of school library space, 92–95 Media literacy, 45–46, 49, 61–62, 86, 97, 99 Mental health: clinician, 2–7; emotional health, 2–7; of students, 2–7 Middle school, 15–18, 19–22, 41–45, 46–50, 75–77, 79–84, 106–109, 121–124, 130–133 New school librarian, 19–22, 36–41, 67–69, 125–128, 139–141 Online databases. See Reference databases Open house: library, 137; school, 11–14 Organization: of library shelves, 114–116 Overdue books, 107 Parents and caregivers: attending Open House, 11–14; letter from, 84–87; perceptions of graphic novels, 144–145

INDEX Parent Teacher Organization (PTO)/ Parent Teacher Association (PTA), 24, 53, 80–84, 93, 102, 121 Partnerships: with public libraries, 125–129; with university faculty, 130–133; with university students, 64–66 Peer feedback among students, 15–19 Preservice school librarian, 104–105 Principal, 31, 51, 70, 96, 125, 134, 138, 153; of elementary school, 51–54, 103, 105; of high school, 7, 24, 86, 135–136; of PK/K-8 school, 114, 116, 121, 123; of middle school, 21, 47–48, 130 Privacy, 3, 4, 20, 115, 120 Professional development: led by school librarians, 119–120, 121–124; session for school librarians, 114–115 Professional learning community (PLC), 3, 68, 120 Professional organizations, 114–116, 120, 139, 142 Public libraries, 125–129 Questions for Reflection and Conversation, 5, 14, 17–18, 21–22, 25–26, 34, 39–40, 44–45, 49–50, 54, 57–58, 66, 69–70, 74, 77–78, 83, 87, 94–95, 100, 105, 108–109, 111–112, 116 Reading: culture of, 67–71; incentive programs, 68, 69, 114; interests of students, 89; levels of students, 17; summer program, 12; teachers of, 47, 116. See also Literacy Reference databases, 11–13, 23, 31–32, 42, 52–53, 76, 91, 97, 99, 122, 155

169 Reflection: by school librarians and educators, 10, 33, 35, 36, 82, 109, 112, 125, 132, 133, 134, 139; by students, 18, 36, 43, 45, 46, 56, 65. See also Questions for Reflection and Conversation Relationships, 5, 14, 22, 27, 34, 40, 41, 58, 59, 83, 87, 106, 117, 126–128, 141 Remixing, 71–75 Research: model, 75–79; student projects, 30–34 Restricted access. See Access Rules. See Library rules Scaffolding of student learning, 7–10, 16, 50, 67 Schedule of library classes, 37, 40, 47, 52, 71, 79, 91, 92, 94, 95, 102, 104, 110, 112, 133 School administration, 7, 23–29, 31, 37–39, 58, 65, 67–69, 70, 78, 87, 96, 99, 117, 119, 121, 122, 130, 133, 134, 136, 142, 143. See also Principal School counselor, 2–4, 37, 55–56, 58, 65, 71, 127, 136 School librarian evaluation, 30–36, 127–128 School library evaluation, 110–113, 130–134 School principal. See Principal Science class, 15–16, 41–44 Self-assessment, 46, 48–50 Self-reflection. See Reflection Service learning, 63–66 Social media, 24, 55, 80, 114 Social studies class, 63–66 Spanish-language books, 11–12, 15 Special education students, 8, 153

170INDEX Standards: ALA/AASL/CAEP Standards for Initial Preparation of School Librarians, 120; alignment between library and subject areas, 42, 52, 54, 75, 86; American Association of School Librarians (AASL) National School Library Standards, 120; digital literacy and computer science, 51–53; Future Ready Schools, 120; International Society of Technology in Education (ISTE), 31, 54, 65, 66, 74, 88, 124; Next Generation Science, 45, 124 Storytelling. See Digital storytelling Student-centered: learning, 119; library, 2; practices, 19–23, 108, 134 Student voice, 19–23

Subscription databases. See Reference databases Technology: devices for borrowing, using, and charging at school, 9, 12, 24, 31, 54, 65, 72, 75, 81, 97, 131; integration into student projects, 31–34; lack of at home, 90 Traditional literacies, 61 Translation of digital resources into different languages, 11, 13–14, 99 Trauma-informed practice, 5–6 Visual literacy, 35, 93, 145 Volunteers: parent, 12, 93, 121; student, 19–23, 127 Walkout held by students, 23–26 Weeding, 1, 153 Wellness, 4–6, 66, 85

About the Author REBECCA J. MORRIS is a teaching associate professor at the University of Pittsburgh. She authored School Libraries and Student Learning: A Guide for School Leaders and was coeditor of School Library Connection. Morris’s research has focused most recently on topics including teen access to library services in the pandemic, digital storytelling, and research methods in school librarianship. Her professional service has included roles at ESLS (Educators of School Librarians Section [of the American Association of School Librarians]), ALISE (Association of Library and Information Science Education), and YALSA (Young Adult Library Services Association), as well as the AASL-CAEP (the latter, Council for the Accreditation of Educator Preparation) Accreditation Committee. A former elementary school teacher and middle school librarian, Morris earned her MLIS and PhD at the University of Pittsburgh and her BS at The Pennsylvania State University.