In 2014...
- How will you make a difference for students?
By finding ways to bring services
they need to them, without waiting for mediation. So much of the time, school librarians depend
on teachers to “let” them help teach, “let” them work with classes. I propose to begin offering more direct
services to students to cut out the middle man.
Some examples might include the following:
- Online research mini-course designed to boost student skills in searching. These would be offered to teachers to use as parts of units, but they could also be offered for badges to interested students.
- A writing center in the school library for students who need help with their papers. Hopefully staffed with volunteers from the National Honor Society, etc. I freely admit this idea is completely ripped off form academic libraries, but it works for them and it helps students succeed.
- Besides book clubs, what about a writers’ critique group /writers’ workshop for students who like to write? One thing I have heard form every author I have ever hosted is how important their writers' group is.
These are the ideas I have thought
of so far, but I will gladly take suggestions for ways to bring services
directly to students.
- How will you make your work the answer to the priorities/problems that keep your principal up at night?
By making sure that what happens in
the library adds value for students and teachers, and that it addresses
learning goals and targets. To use a
current catch phrase—I will tie library activities and lessons to what students
need to know, understand, and do.
- How will you use student data to make instructional and programming decisions?
By doing more than counting. Instructional decisions should be based on
figuring out what students need to know, or what they need help with. In order to make good decisions about
instruction, I will need data about students—what they already know and what
they need to know. There are some quick
pretests that can help with this and listening and observing students and
teachers can also provide insight. As far as
programs go, all programs should be tied to the
library mission, which is tied to the school’s mission. Programming should not be something that
exists in a vacuum, much as we used to speak about research skills. Everything I do in the library should be
purpose-driven.
- How will you measure success?
By carefully collecting data that
tells me what I need to know—are students learning what I am teaching
them? I will collect data that answers
this question, which means using different measures from counting the number of
books circulated or classes in the library.
I will need to target the data collection to find out what students are
learning. Hopefully, the results of
things like the online research tutorials—post tests, the success of students
who earn better grades on writing assignments because of help from the writing
center—these will tell me what I need to know.
- How will you connect the dots between your work and student learning?
By being purposeful in my work and
making sure that all my work has to do with my library mission and school
mission.
- How will you share this data with your administrators and community?
By telling a compelling story using
the data I collect. For years, I have
done a massive end of year report. It
has been a valuable exercise, allowing me to set goals and see the progress I
make on previous goals. I envision that
I may break this down into smaller bites and get it out to more people—more
“stakeholders” as the phrase goes, in order to let people know about the impact
of the teaching that the librarian does and the services that the librarian
offers.
- How will you ensure your diverse population sees themselves in your space (as well as in your collection)?
Everyone is a learner. The library space is for learners. If I can help students and teachers, see
themselves as learners no matter what else they see themselves as, then they
will see themselves in the library space.
- How will you dispel negative/outdated library stereotypes?
A while back, Library Girl posted
about some things she is tired of talking about. I certainly think the idea of
“stereotype busting” has outlived its usefulness when librarians feel compelled
to do things like make calendars of their tattoos. For more about this, please
read the Annoyed Librarian blog.
Although she tends toward the irreverent, she has about the most
humorous posts about librarian stereotype busting and its futility around. The best thing to do is not mention
stereotypes at all and just be the best librarian you can be.
- How will you grow your PLN?
By continuing to attend conferences
and read blogs of the fellow zombie fighter librarians. I think perhaps I will look for some
librarians close by to join me in zombie fighting so that we can meet in
person. Online is fine, but it doesn’t
beat real folks.
- How will you help strengthen our profession by sharing your work beyond the walls of your school?
By continuing to present, blog, and
write for publication. I would like to
start meeting with my local librarians to discuss strategic plans to help make
a difference for students and teachers in our schools. One of the best ideas I have seen lately for
planning is on Buffy Hamilton’s Unquiet Librarian blog post “Action andReflection: Aligning and Mapping theWork of a Library to Its Community of Learning."
111. How will you make sure everyone who walks into the library
sees a focus on students (instead of stuff)?
My motto is and has always
been—“People are more important than things.”
When you feel that way, it will come through. When students are the top priority, that will show, too.
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