Friday, June 17, 2011
Genre-izing Fiction
The listservs I belong to have had many postings on making our school libraries as inviting as bookstores, one suggestion being to organize fiction books into genres. After much contemplation I took the plunge this year & genre-ized my fiction section.
When we suggest something different from what's always been, many question it's validity. But if we expect to survive in a changing world, we must be ready to try new things. If they don't work, we can always go back to the tried & true, but how will we know what's best if we don't experiment? One question always arises about a student’s ability to locate books in another library if we use some different organization method. Here's my justification:
HOW I DID IT
I already had genre stickers under the spine label on many books & wanted to continue that so my first task was to run bibliography reports by Subject, sorted by Call# so it was easy to go down the aisles & label the genre books. I did one genre at a time, beginning with Mystery (also mystery & detective stories). As time permitted--usually while shelving--I labeled all the mysteries on my list. Then I did Fantasy, Science Fiction, Adventure, Historical Fiction, Sports & Humor (also humorous stories). I decided to use a very cool new Scary label instead of Horror & I had to get a bit creative with the search terms (supernatural, good & evil) & with Romance (dating, relationships). Multiple subjects can get tricky--time travel was put in Fantasy or SciFi depending if it was magical or machine. Both my Sports & Humor sections have books pulled from all the other genres. I did have to go through the lists 2 or 3 times, but this method allowed me to continue circulating books throughout the semester. By the middle of December I was done identifying & stickering. Realistic Fiction books--about a third of my collection—are not stickered.
Nancy Limmer, West Memorial Junior High Librarian in Katy (TX) ISD wrote that she put Demco transparent color labels over the regular spine label & I decided that was the ideal solution--it wouldn't require changing anything on the book & labels could easily be removed if the next librarian decides not to be genre-ized. (In fact, during the process I could see that even without moving books into genre sections it was so much easier to see the different genres on the shelf by the colors of the spine labels, so you might consider this if you don't want to actually move books.) I had fun picking transparent label colors to coordinate with the Demco genre stickers—light green for Historical Fiction, light blue for Romance, dark blue for Adventure, red for Scary, pink for Fantasy, dark purple for Science Fiction, orange for Sports, yellow for Mystery, and tan for Humor. I tell students that "Blo-o-ody Red" is for Scary & "Peanut Butter" is for Humor because PB sticking to the roof of your mouth is funny.
I wanted an OPAC search to show the genre location of the book, so I needed to change the HomeLocation field to the appropriate genre. I pulled a few shelves of a single genre onto carts & did a global Home Location change, put on the transparent color labels, then returned books to the original shelves. It took only 3 days to do all the genres & it was pretty cool to walk down the aisles at the end of the week & see all the colorful shelves.
Once I had the HLs changed I ran a Count Items by Home Location report to see how many books I had in each genre in order to determine the number of shelves needed for each genre. Over our winter break I used the counts & an Excel map of my shelving until I had created a layout I liked. The first 2 days of school in January I moved books into their genre location & created new signage to coordinate with the genre colors. Classes began coming in for a genre lesson & book checkout on Thursday & the change was a big hit with students. In fact, my circulation numbers increased 50% over last year, most of it during the second semester because students can quickly find multiple books in their favorite genre without a lot of wandering around the aisles! I got so excited I ordered new Demco bookends & bright-colored carts to coordinate with the genre colors. I do love Demco!
When we suggest something different from what's always been, many question it's validity. But if we expect to survive in a changing world, we must be ready to try new things. If they don't work, we can always go back to the tried & true, but how will we know what's best if we don't experiment? One question always arises about a student’s ability to locate books in another library if we use some different organization method. Here's my justification:
- I believe the main purpose of the school library is to support the curriculum. Our state's new ELA standards stress genres & our teachers especially focus on fiction genres, so I need to support that as well as I can. If my kids learn about fiction genres in their classes, then that is what they look for as they choose literature, regardless of where they are. Children live what they learn.
- Students who are smart enough to get into college are also smart enough to figure out the system of organizing that library (most of them use LC anyway, which is certainly different than DDC). Non-college students will use the public library (and many public libraries are genre-izing now) or the bookstore where things are already by genre. People are adaptable--that's one of the things they become as they progress through school!
- Libraries have been around since Alexandria yet it wasn't until the late 1800s that DDC & LC provided a universal organizing structure. Even DDC isn't carved in stone--if we went strictly by DDC, we wouldn't have a separate fiction section at all!
HOW I DID IT
I already had genre stickers under the spine label on many books & wanted to continue that so my first task was to run bibliography reports by Subject, sorted by Call# so it was easy to go down the aisles & label the genre books. I did one genre at a time, beginning with Mystery (also mystery & detective stories). As time permitted--usually while shelving--I labeled all the mysteries on my list. Then I did Fantasy, Science Fiction, Adventure, Historical Fiction, Sports & Humor (also humorous stories). I decided to use a very cool new Scary label instead of Horror & I had to get a bit creative with the search terms (supernatural, good & evil) & with Romance (dating, relationships). Multiple subjects can get tricky--time travel was put in Fantasy or SciFi depending if it was magical or machine. Both my Sports & Humor sections have books pulled from all the other genres. I did have to go through the lists 2 or 3 times, but this method allowed me to continue circulating books throughout the semester. By the middle of December I was done identifying & stickering. Realistic Fiction books--about a third of my collection—are not stickered.
Nancy Limmer, West Memorial Junior High Librarian in Katy (TX) ISD wrote that she put Demco transparent color labels over the regular spine label & I decided that was the ideal solution--it wouldn't require changing anything on the book & labels could easily be removed if the next librarian decides not to be genre-ized. (In fact, during the process I could see that even without moving books into genre sections it was so much easier to see the different genres on the shelf by the colors of the spine labels, so you might consider this if you don't want to actually move books.) I had fun picking transparent label colors to coordinate with the Demco genre stickers—light green for Historical Fiction, light blue for Romance, dark blue for Adventure, red for Scary, pink for Fantasy, dark purple for Science Fiction, orange for Sports, yellow for Mystery, and tan for Humor. I tell students that "Blo-o-ody Red" is for Scary & "Peanut Butter" is for Humor because PB sticking to the roof of your mouth is funny.
I wanted an OPAC search to show the genre location of the book, so I needed to change the HomeLocation field to the appropriate genre. I pulled a few shelves of a single genre onto carts & did a global Home Location change, put on the transparent color labels, then returned books to the original shelves. It took only 3 days to do all the genres & it was pretty cool to walk down the aisles at the end of the week & see all the colorful shelves.
Once I had the HLs changed I ran a Count Items by Home Location report to see how many books I had in each genre in order to determine the number of shelves needed for each genre. Over our winter break I used the counts & an Excel map of my shelving until I had created a layout I liked. The first 2 days of school in January I moved books into their genre location & created new signage to coordinate with the genre colors. Classes began coming in for a genre lesson & book checkout on Thursday & the change was a big hit with students. In fact, my circulation numbers increased 50% over last year, most of it during the second semester because students can quickly find multiple books in their favorite genre without a lot of wandering around the aisles! I got so excited I ordered new Demco bookends & bright-colored carts to coordinate with the genre colors. I do love Demco!
Thursday, January 22, 2009
Information Literacy Curriculum? Scope & Sequence?
I just returned from a district librarian Curriculum Committee meeting. During the first gathering, librarians began curriculum charts for each grade level & subject in order to identify the areas in our district's curriculum where we could have library lessons. As we looked today at what had been started, discussions heated up and my mind was wheeling. I just need to sort this all out by some writing...
We lament that teachers are so locked into the district's proscribed Online Curriculum (and so pressed for time to complete it) that they won't take time to bring kids to the library for lessons, even though no one is teaching kids any information literacy. We talked about adding our lessons to the OC so teachers would have to bring them to us for the lessons. Whoa...that's locking us into a schedule and taking away the flexibility we've clamoured for, for so long--plus trying to complete a required lesson with all [pick an unmanageble #] grade-level/subject teachers--so we don't really want to do that.
Alternative: prepare lists of resources or pathfinders or Webquests for selected lessons that are most likely to benefit from library resources & lessons. Make them available on the OC, and "market" these to teachers to peak their interest & suggest the kind of lessons we can teach. Good idea, but not everyone has the same resources for a set list, and it still won't ensure that all kids in X grade learn the information literacy skills they need to prepare them for X+1 grade. We've been "marketing" for 10 years and no one hears us.
We talk about district technology trainers taking existing grade/subject lessons & developing alternative tech-embedded lessons to teach the technology skills sorely lacking across the early grade levels. They add the lessons to the OC and then present them in short trainings to teachers so the teachers can begin teaching technology skills properly & regularly. With state technology standards now being tested, teachers don't have much choice about it. Good idea, except tech folks aren't really "on" the campuses like the librarians, who want to do the teaching to the kids, not just the teachers. Plus 10 years ago we did just that--embed our infolit curriculum into the various subjects. Unfortunately, there were no indicators that these were librarian lessons, so as grade levels & departments rewrote curriculum to align with continually changing state & district standards, our standards & lessons were removed because they weren't part of their standards. So we're back to the first problem.
A big question is, do we actually have a library curriculum, a scope & sequence? Well, we used Information Power standards to embed information literacy into the grade & subject curriculums and the scope & sequence was generated from that. But since the S & S was embedded into other curriculums, it's written in their language without being very specific about the infolit skills to be addressed. Perhaps we need to rewrite the S & S. Hmmm...maybe we're finally onto something!
We start looking at what's introduced in kindergarten, continued upward, new skills introduced at various grades...uh, wait...shouldn't we look at the end product--what we expect our graduating 12th graders to know and be able to do? Once we have some concrete performances in mind we can begin moving downward toward Kinder--or even PreK--by then asking, "If we want a 12th grader to be able to do this, what must they know and be able to do in 11th grade? in 10th grade? in middle school? in elementary school? And what does that look like at each of those grade levels?" Once we know what information literacy skills we want kids to know and do at each grade level, then we can determine what we need to do to get them there--lessons, resources, projects, whatever--and where they can fit into the grade level & subject curriculums.
Is it just me, or is this is the same place everyone's been starting from for the past 15 years? How did we miss this? We really should have begun here when we tried embedding the standards from Chapter 2 of Information Power. Now we have new AASL "Standards for the 21st Century Learner" that expand on the original ones to include multiple literacies. So this is a good place to begin. Look at the totality of Information Literacy standards and ask about each one, "What does this look like when a student meets this standard?" (At this point I notice the "old" ones nodding agreeably, while the "young" ones are looking astonished that this has never been done! I feel like we are hopelessy behind the times and every other district's librarians have already done this.)
The next step might be to determine for each grade level what are the 2 or 3 essential skills students must learn in that grade. Information Literacy skills are applicable across all content, so we can explore the options for introduction, reinforcement & mastery of just those few skills through the entire grade level curriculum & teachers a little bit at a time. If I know I need kids at X grade level to know Skill #, I can work that into Teacher A's English/Language Arts lesson, Teacher B's Social Studies lesson, and Teacher C's Science lesson. I now have a "product" to market to the teachers that will help students be more successful with that teacher's future lessons. True, kids may be learning this at different times through the year, but they will have learned more by the end of the year than they are now...and the teachers may ask me to teach another lesson later on, which gives me an opportunity to either reinforce or to introduce another skill.
I like this approach--I believe we need to quit thinking in terms of marketing "our library" or "our resources" or even ourselves, and begin marketing a specific "product" to teachers--a particular lesson that gives students a particular Information Literacy Skill that is critical for the global 21st century and, more importantly, that will give the teacher a better product from the students. I believe we need to know very clearly the specific skills we need to teach at each grade level, confident that what is needed to learn it & understand it has been taken care of at the prior grade levels. The only way I can gain that confidence is to have a very clear pathway with stepping stones along the way to guide me through everyone else's ocean of curriculums. That means a concise and specific K-12 library information literacy scope & sequence, written in Information Literacy standards language that I can translate directly into meaningful lessons for any grade, any subject, any teacher.
I'm overwhelmed at the thought of this task. But there is a rich sisterhood (and a few brothers) who will help us, having already gone through the process. And librarians love to share--we're all about helping folks find the information they need!
We lament that teachers are so locked into the district's proscribed Online Curriculum (and so pressed for time to complete it) that they won't take time to bring kids to the library for lessons, even though no one is teaching kids any information literacy. We talked about adding our lessons to the OC so teachers would have to bring them to us for the lessons. Whoa...that's locking us into a schedule and taking away the flexibility we've clamoured for, for so long--plus trying to complete a required lesson with all [pick an unmanageble #] grade-level/subject teachers--so we don't really want to do that.
Alternative: prepare lists of resources or pathfinders or Webquests for selected lessons that are most likely to benefit from library resources & lessons. Make them available on the OC, and "market" these to teachers to peak their interest & suggest the kind of lessons we can teach. Good idea, but not everyone has the same resources for a set list, and it still won't ensure that all kids in X grade learn the information literacy skills they need to prepare them for X+1 grade. We've been "marketing" for 10 years and no one hears us.
We talk about district technology trainers taking existing grade/subject lessons & developing alternative tech-embedded lessons to teach the technology skills sorely lacking across the early grade levels. They add the lessons to the OC and then present them in short trainings to teachers so the teachers can begin teaching technology skills properly & regularly. With state technology standards now being tested, teachers don't have much choice about it. Good idea, except tech folks aren't really "on" the campuses like the librarians, who want to do the teaching to the kids, not just the teachers. Plus 10 years ago we did just that--embed our infolit curriculum into the various subjects. Unfortunately, there were no indicators that these were librarian lessons, so as grade levels & departments rewrote curriculum to align with continually changing state & district standards, our standards & lessons were removed because they weren't part of their standards. So we're back to the first problem.
A big question is, do we actually have a library curriculum, a scope & sequence? Well, we used Information Power standards to embed information literacy into the grade & subject curriculums and the scope & sequence was generated from that. But since the S & S was embedded into other curriculums, it's written in their language without being very specific about the infolit skills to be addressed. Perhaps we need to rewrite the S & S. Hmmm...maybe we're finally onto something!
We start looking at what's introduced in kindergarten, continued upward, new skills introduced at various grades...uh, wait...shouldn't we look at the end product--what we expect our graduating 12th graders to know and be able to do? Once we have some concrete performances in mind we can begin moving downward toward Kinder--or even PreK--by then asking, "If we want a 12th grader to be able to do this, what must they know and be able to do in 11th grade? in 10th grade? in middle school? in elementary school? And what does that look like at each of those grade levels?" Once we know what information literacy skills we want kids to know and do at each grade level, then we can determine what we need to do to get them there--lessons, resources, projects, whatever--and where they can fit into the grade level & subject curriculums.
Is it just me, or is this is the same place everyone's been starting from for the past 15 years? How did we miss this? We really should have begun here when we tried embedding the standards from Chapter 2 of Information Power. Now we have new AASL "Standards for the 21st Century Learner" that expand on the original ones to include multiple literacies. So this is a good place to begin. Look at the totality of Information Literacy standards and ask about each one, "What does this look like when a student meets this standard?" (At this point I notice the "old" ones nodding agreeably, while the "young" ones are looking astonished that this has never been done! I feel like we are hopelessy behind the times and every other district's librarians have already done this.)
The next step might be to determine for each grade level what are the 2 or 3 essential skills students must learn in that grade. Information Literacy skills are applicable across all content, so we can explore the options for introduction, reinforcement & mastery of just those few skills through the entire grade level curriculum & teachers a little bit at a time. If I know I need kids at X grade level to know Skill #, I can work that into Teacher A's English/Language Arts lesson, Teacher B's Social Studies lesson, and Teacher C's Science lesson. I now have a "product" to market to the teachers that will help students be more successful with that teacher's future lessons. True, kids may be learning this at different times through the year, but they will have learned more by the end of the year than they are now...and the teachers may ask me to teach another lesson later on, which gives me an opportunity to either reinforce or to introduce another skill.
I like this approach--I believe we need to quit thinking in terms of marketing "our library" or "our resources" or even ourselves, and begin marketing a specific "product" to teachers--a particular lesson that gives students a particular Information Literacy Skill that is critical for the global 21st century and, more importantly, that will give the teacher a better product from the students. I believe we need to know very clearly the specific skills we need to teach at each grade level, confident that what is needed to learn it & understand it has been taken care of at the prior grade levels. The only way I can gain that confidence is to have a very clear pathway with stepping stones along the way to guide me through everyone else's ocean of curriculums. That means a concise and specific K-12 library information literacy scope & sequence, written in Information Literacy standards language that I can translate directly into meaningful lessons for any grade, any subject, any teacher.
I'm overwhelmed at the thought of this task. But there is a rich sisterhood (and a few brothers) who will help us, having already gone through the process. And librarians love to share--we're all about helping folks find the information they need!
Wednesday, December 31, 2008
What to do with Lessons when leaving your Library
Periodically a discussion comes up on one of my listservs regarding what a librarian who is leaving a school ought to do with her lessons & lesson plans. Some administrators expect all lessons to remain at the school & librarians balk at being ordered to leave their work products. Some fear leaving lessons for another would minimize their value, whether using the same lessons at another school or publishing/presenting your ideas to make some extra money. However, I believe most educators are of a sharing nature and appreciate others using our ideas & work.
I remember my first year in my school. The librarian had been there only two years (it was a brand new MS), but had done a few collaborative lessons with teachers. Imagine my apprehension when a teacher came to me and said, "B_ and I did a unit on _____ and I want to do the same unit again this year." The teacher didn't know exactly what B_ had done--and why would she--but thank goodness B_ left me her lesson file folders so I was able to see what the teacher was talking about and she didn't need to spend inordinate amounts of her planning time to get me up to speed. I had a starting point rather than scrambling to create something new while trying to determine what resources I actually had in my fledgling library. As I worked my way through B_'s lessons, I jotted down ideas for making them my own in later years, but not having to recreate already existing lessons gave me the time and enthusiasm to develop my own lessons with new teachers or those who hadn't already worked with B_. Thanks partly to the previous librarian, my first year was a real hit with faculty.
If I were a classroom teacher who had spent much planning time working with a librarian on lessons for a unit, I'd be really disappointed to find that a new librarian had no information whatever about that unit. Sure she might be a real whiz and able to recreate something, but I might actually feel a bit resentful about all that valuable time I'd spent planning with the previous librarian--possibly over several years. If all my hard work was down the drain and I had to begin all over, I might wonder about bothering to do any of those carefully planned units I'd done before.
I guess my point is, that any lessons generated through collaborative planning with teachers should remain on the campus to maintain the continuity a teacher would expect after putting much time and energy into a lesson.
Anything that is a personal creation done only by you in the library, without collaboration with a teacher, I say, it's yours, take it if you wish.
I remember my first year in my school. The librarian had been there only two years (it was a brand new MS), but had done a few collaborative lessons with teachers. Imagine my apprehension when a teacher came to me and said, "B_ and I did a unit on _____ and I want to do the same unit again this year." The teacher didn't know exactly what B_ had done--and why would she--but thank goodness B_ left me her lesson file folders so I was able to see what the teacher was talking about and she didn't need to spend inordinate amounts of her planning time to get me up to speed. I had a starting point rather than scrambling to create something new while trying to determine what resources I actually had in my fledgling library. As I worked my way through B_'s lessons, I jotted down ideas for making them my own in later years, but not having to recreate already existing lessons gave me the time and enthusiasm to develop my own lessons with new teachers or those who hadn't already worked with B_. Thanks partly to the previous librarian, my first year was a real hit with faculty.
If I were a classroom teacher who had spent much planning time working with a librarian on lessons for a unit, I'd be really disappointed to find that a new librarian had no information whatever about that unit. Sure she might be a real whiz and able to recreate something, but I might actually feel a bit resentful about all that valuable time I'd spent planning with the previous librarian--possibly over several years. If all my hard work was down the drain and I had to begin all over, I might wonder about bothering to do any of those carefully planned units I'd done before.
I guess my point is, that any lessons generated through collaborative planning with teachers should remain on the campus to maintain the continuity a teacher would expect after putting much time and energy into a lesson.
Anything that is a personal creation done only by you in the library, without collaboration with a teacher, I say, it's yours, take it if you wish.
Labels: Library lessons
Wednesday, September 17, 2008
Developing Independent Learners
Students should not be expected to become independent learners independently. Student independence is a logical extension of having learned & practiced.
Student independence is developed by design, not by chance. Teachers organize their instruction to show students how to develop as independent learners & teachers structure activities for students to practice processes in a more independent manner (structured practice). Ultimately, students structure activities themselves and apply processes individually.
Independence is relative to concepts studied, resources used, & maturity of learner. There is a mistaken belief that if a student can read, s/he can read to learn content with minimal further instruction. A student's failure assumes they've not learned to read, so we recycle learn-to-read skills; what the student needs is advanced instruction to support transition to content-intensive reading material. We need to teach reading & reasoning processes consistent with the curriculum concepts & resources as a natural part of the curriculum: variations of concepts & organization among curriculum areas; adapting to demands of various resource materials; independence relative to abstraction & complexity of materials; learning at a level of sophistication consistent with what is studied & with grade level, beginning anew with each move to the next level within a discipline.
Independence does not mean isolation; it has to do with who is in charge. Student independence is never fully attained, so we must not be impatient for them to be independent & not limit the time needed for becoming independent. Showing students how to become independent learners is part of our responsibility.
Transitional Instruction is organized around three categories of activities: preparation, guidance, independence. Preparation gets the student ready for reading through predictions & curiosity arousal, Conceptual Conflict (what if or how did that happen?), and anticipation guides. Guidance activities teach how to apply reading & reasoning skills through extended anticipation guides and student self-generated questions. Training students for self-questioning aids retention; students need to be led through such activities so the procedures become automatic.
I don't remember where this information came from, but it's a summary of some reading I did for a graduate paper in an education course back in the 80s. I've carried it around for many years because it so thoroughly summarizes my belief in how we need to teach information literacy to students, especially at the middle school level. BrP
Student independence is developed by design, not by chance. Teachers organize their instruction to show students how to develop as independent learners & teachers structure activities for students to practice processes in a more independent manner (structured practice). Ultimately, students structure activities themselves and apply processes individually.
Independence is relative to concepts studied, resources used, & maturity of learner. There is a mistaken belief that if a student can read, s/he can read to learn content with minimal further instruction. A student's failure assumes they've not learned to read, so we recycle learn-to-read skills; what the student needs is advanced instruction to support transition to content-intensive reading material. We need to teach reading & reasoning processes consistent with the curriculum concepts & resources as a natural part of the curriculum: variations of concepts & organization among curriculum areas; adapting to demands of various resource materials; independence relative to abstraction & complexity of materials; learning at a level of sophistication consistent with what is studied & with grade level, beginning anew with each move to the next level within a discipline.
Independence does not mean isolation; it has to do with who is in charge. Student independence is never fully attained, so we must not be impatient for them to be independent & not limit the time needed for becoming independent. Showing students how to become independent learners is part of our responsibility.
Transitional Instruction is organized around three categories of activities: preparation, guidance, independence. Preparation gets the student ready for reading through predictions & curiosity arousal, Conceptual Conflict (what if or how did that happen?), and anticipation guides. Guidance activities teach how to apply reading & reasoning skills through extended anticipation guides and student self-generated questions. Training students for self-questioning aids retention; students need to be led through such activities so the procedures become automatic.
I don't remember where this information came from, but it's a summary of some reading I did for a graduate paper in an education course back in the 80s. I've carried it around for many years because it so thoroughly summarizes my belief in how we need to teach information literacy to students, especially at the middle school level. BrP
Labels: guided reading, independent learners
Saturday, August 09, 2008
My Voki !!
Sunday, February 10, 2008
5 Things you want a Principal to Know
Contract renewal time is coming up, and that means some librarians (and teachers) are preparing requests for transfer to another school or position, and some are submitting notice of intent to leave district employment for a job elsewhere. With that in mind, I'm recalling my response to a recent request on one of my listservs:
What 5 things would you want a principal to know about you and your library program?
1) The most important thing I'd want a principal to know is that my primary role is as a teacher of information literacy, and that I can be successful only through collaboration with other teachers. Not only do I need the principal's support, but I need active promoting of teacher/librarian collaboration so we can assure the achievement of all students. Research shows that librarian/teacher collaboration increases student achievement, and I would expect to produce documentation of collaboration during my job reviews; it wouldn't hurt to also ask teachers for documentation of their collaboration with me during their job reviews.
2) Secondly, I need the principal to provide me adequate funding for collection development and building needs. Even if library budgets come primarily through a district library coordinator or director, I still need a budget that comes directly from the principal for items the state deems cannot be purchased with library funds: those incidental audio/video needs (like cameras and whiteboard easels) that teachers ask me for.
3) I'd ask not to assign me before & after school or lunch duties--not only is it often the only planning time I have during the day, it is often the only time during the day that some students can come in the library to check out a book. In addition, teachers who do have duty often send students to the library for monitoring of make-up tests or to review videos or classroom presentations. Teachers also rely on me to be available to make appointments for collaboration or gathering materials for the classroom.
4) Even if I'm the only member of the library staff, I am a department head, and I need to be included in the various decision-making meetings: other than the school secretary, I know more about the building than anyone else, and I'm quite possibly the only teacher in the building that knows every other teacher's curriculum. With the library's and librarian's activities touching every subject & grade level, I often see and hear more of student and/or teacher issues than many others and can provide a persepective that no one else can.
5) Keep in mind that, just because the library is sometimes empty, I really am busy working, and not just shelving books. It takes a lot of administrative time for collection development--purchasing, processing, and shelving new materials; for inventorying materials & AV in the library & throughout the building; for generating reports on circulation, budget, lessons, & curriculum; for planning with teachers, preparing materials for teachers, & creating lessons for students; and finally, for all those extra things I do, like working with students and teachers in classrooms on audio/video/digital projects, creating and updating webpages, creating presentations for staff development, and keeping up with my own professional development.
I'm sure other librarians have other ideas on what the essentials are of their job, but for me, having a principal who actively supports me in these areas is a dream come true!
What 5 things would you want a principal to know about you and your library program?
1) The most important thing I'd want a principal to know is that my primary role is as a teacher of information literacy, and that I can be successful only through collaboration with other teachers. Not only do I need the principal's support, but I need active promoting of teacher/librarian collaboration so we can assure the achievement of all students. Research shows that librarian/teacher collaboration increases student achievement, and I would expect to produce documentation of collaboration during my job reviews; it wouldn't hurt to also ask teachers for documentation of their collaboration with me during their job reviews.
2) Secondly, I need the principal to provide me adequate funding for collection development and building needs. Even if library budgets come primarily through a district library coordinator or director, I still need a budget that comes directly from the principal for items the state deems cannot be purchased with library funds: those incidental audio/video needs (like cameras and whiteboard easels) that teachers ask me for.
3) I'd ask not to assign me before & after school or lunch duties--not only is it often the only planning time I have during the day, it is often the only time during the day that some students can come in the library to check out a book. In addition, teachers who do have duty often send students to the library for monitoring of make-up tests or to review videos or classroom presentations. Teachers also rely on me to be available to make appointments for collaboration or gathering materials for the classroom.
4) Even if I'm the only member of the library staff, I am a department head, and I need to be included in the various decision-making meetings: other than the school secretary, I know more about the building than anyone else, and I'm quite possibly the only teacher in the building that knows every other teacher's curriculum. With the library's and librarian's activities touching every subject & grade level, I often see and hear more of student and/or teacher issues than many others and can provide a persepective that no one else can.
5) Keep in mind that, just because the library is sometimes empty, I really am busy working, and not just shelving books. It takes a lot of administrative time for collection development--purchasing, processing, and shelving new materials; for inventorying materials & AV in the library & throughout the building; for generating reports on circulation, budget, lessons, & curriculum; for planning with teachers, preparing materials for teachers, & creating lessons for students; and finally, for all those extra things I do, like working with students and teachers in classrooms on audio/video/digital projects, creating and updating webpages, creating presentations for staff development, and keeping up with my own professional development.
I'm sure other librarians have other ideas on what the essentials are of their job, but for me, having a principal who actively supports me in these areas is a dream come true!
Thursday, January 17, 2008
End-of-Semester Musings
It's the end of the first semester at my middle school and the week of semester final exams. Final exams are hard on kids--an hour-long exam can make or break the effort of the previous 18 weeks. Final exams are even harder on teachers--career success encapsulized into the final grade of 120 or so beings with whom you spend barely an hour each day. You hear concern in teachers' voices about those who will surely fail, though it is such a small group compared to those who pass. Looming in the background is worry about the next semester.
Suddenly, here comes that pesky librarian trying to get overdue books turned in & lost books paid for! I could easily be the bane of kids and teachers and parents, so during this time I take extra care to be a good listener without taking too much of it personally. I must admit our state calendar change--moving exams after the holidays instead of right before--has made a big difference. The week before semester exams used to be full of frustration but this year the 2-week break has brought everyone back refreshed and cooperative. So, this seems to be a good time to reflect on where we are regarding the school and the library. It seems to boil down to 3 things: leadership, organization, and communication.
At some point I learned that control is not leadership, but it's oh, so hard to keep the balance. A wise principal, Dr. Frank Taylor, once said, "You gain more power when you give it away." Even the best leader cannot do everything. Develop leaders in the school by recognizing each person's strengths and giving them assignments to use those strengths, then step back and let them soar. That applies no less to students than to teachers. Their success brings respect to us. Stand by their product; don't second-guess it. Engage them to refine the snags. Students become leaders when they are confident that they can find answers and solve problems.
Let the organized minds in the school refine directives--and we each have special organizational skills. Some people are skilled at time management, some excel at processes and procedures, and some have a real knack for visual simplification and presentation. No matter what is developed, an organizing whiz can make it better. Consider different forms and formats for presentation. We work hard to individualize for students; teachers deserve the same individualization. Collaboration takes many different forms.
Finally, nothing works if no one knows what's going on. Standard communication channels need to be established and used consistently, be they print, audio, video, or digital. Frivolous changes to what has already been communicated results in confusion, mistakes, and resentment. Interruptions over the PA need to be monitored carefully--too many of these and both teachers and students tune them out. Email can also be overused: rather than persistent, long, detailed explanations that invite deletion, send a few short, pithy communications to catch a teacher's interest & prompt further questions, visits, & collaborations.
The end of a semester can be frustrating, but it can also be invigorating--a time to review for improvement & plan for an even better new semester.
Suddenly, here comes that pesky librarian trying to get overdue books turned in & lost books paid for! I could easily be the bane of kids and teachers and parents, so during this time I take extra care to be a good listener without taking too much of it personally. I must admit our state calendar change--moving exams after the holidays instead of right before--has made a big difference. The week before semester exams used to be full of frustration but this year the 2-week break has brought everyone back refreshed and cooperative. So, this seems to be a good time to reflect on where we are regarding the school and the library. It seems to boil down to 3 things: leadership, organization, and communication.
At some point I learned that control is not leadership, but it's oh, so hard to keep the balance. A wise principal, Dr. Frank Taylor, once said, "You gain more power when you give it away." Even the best leader cannot do everything. Develop leaders in the school by recognizing each person's strengths and giving them assignments to use those strengths, then step back and let them soar. That applies no less to students than to teachers. Their success brings respect to us. Stand by their product; don't second-guess it. Engage them to refine the snags. Students become leaders when they are confident that they can find answers and solve problems.
Let the organized minds in the school refine directives--and we each have special organizational skills. Some people are skilled at time management, some excel at processes and procedures, and some have a real knack for visual simplification and presentation. No matter what is developed, an organizing whiz can make it better. Consider different forms and formats for presentation. We work hard to individualize for students; teachers deserve the same individualization. Collaboration takes many different forms.
Finally, nothing works if no one knows what's going on. Standard communication channels need to be established and used consistently, be they print, audio, video, or digital. Frivolous changes to what has already been communicated results in confusion, mistakes, and resentment. Interruptions over the PA need to be monitored carefully--too many of these and both teachers and students tune them out. Email can also be overused: rather than persistent, long, detailed explanations that invite deletion, send a few short, pithy communications to catch a teacher's interest & prompt further questions, visits, & collaborations.
The end of a semester can be frustrating, but it can also be invigorating--a time to review for improvement & plan for an even better new semester.
Labels: improving library use
