Advocacy and Leadership

As a 21^st century librarian, what do I advocate for? Is it the chant that says print books will never die. That if you embrace the change to the digital world you will be black balled? Or maybe it is the rhythm of the phrase “the restrictions of print are dead” as Dowd mentions regarding the usefulness of the printing press in her article “The 'M' Word – Marketing Libraries: Godin, Gutenberg and Going Forward.” I can definitely say that in my personal advocacy corner, I'm for building communities of responsible citizens who think of others, strive for new knowledge and, of course, enjoy a good book -I use that term lightly.

In the article “Are Librarians – Not Seth Godin, The Ones Missing the Point on Libraries?” Hamilton writes something I strongly agree with. In the library, we need to find ways to encourage conversations for learning. When I told friends I was going to be the librarian, they asked me if I had been practicing my “sshh” as that is what librarians tend to do. To a point, I understand that people are reading, having a small intervention class and other things going on at the same time that need to not be distracted, however, I love having conversations in the library between teachers, students and parents. We are social people and we need to mix that need for social interaction with respect for others.

Gwyneth Jones, better known as “The Daring Librarian” wrote an article about being a transparent educator. By the title, I thought she would be discussing being open with students and peers and to share when we discover a new tool or resource. As I read, I realized she simply meant, get yourself “out there” for people to see. She listed 8 social media avenues that she recommends. I read the 8 and thought that I could never maintain all of them. She said to choose one that works for you as your “main” source, then have all the other-such as wikis-facebook-blogs and so on, link to the one that has the meat of your information. She said to think of it as a “funnel” to get people where you want them.

In continuing to find ways to advocate for my library, I read “Guest Point: Visibility Works!” by S. Jones. I may be doing super-fantastic things in my library but only my students are impacted. Well that's my main goal, of course, but if I want my library and its importance to stick around for many years, I need to get visible. She loves Animoto.com and so do I. I am very inspired to make a video(s) to show how important our library is by including stats and pictures. I don't know if I can squeeze that in with this grueling UCM schedule but I'd love to.

It's important if I am going to fight for my library that I'm seen as a leader in my school and profession. It's thought of for many years that in order to be a professional, you have to belong to a professional organization. Doug Johnson writes an entry on his blog complaining about how ridiculous it is to pay the high price for annual dues and yet he insists it's necessary. He list many reasons why it's important and my favorite is “paying dues gives me opportunities for inter-species communications.” At anytime I have visited with other librarians, I come back inspired by their ideas, or even thankful that I have the specific job structure compared to theirs.

Chapter 12 in our text “The School Library Media Manager” focuses on being an advocacy for our libraries. In the marketing aspect of the library media center, it needs to be well planned and basically “on purpose.” Ways I plan to market my library should not be a reaction to something in a staff meeting or throwing stuff together hoping it will work. True marketing involves analysis, planning and being in firm control of every aspect.

Chapter 15 in our text focusses on being an advocate by being a leader. Our past is a detriment to our future because libraries started out maybe being part-time and possibly rotate between more than one school. It will take extra effort for us to be seen as professional leaders. The text mentioned many ways that this can be done. Some of which, I've already mentioned i.e. joining a professional organization. Some other ways I can be seen as a professional in my district is to be involved with legislators by even inviting them to visit. When I can, I need to document the activity and send it out to others. The chapter even suggests dressing like a professional and definitely to smile and like my job. 

So count me in on striving to be an advocate and a leader in the library!

American Association of School Librarians. Empowering Learners. ALA: Chicago, 2009. Print.

Dowd, Nancy. “The ‘M’ Word - Marketing Libraries: Godin, Gutenberg and Going Forward.” New Marketing Trends 14 May 2011. 25 June 2012. <http://themwordblog.blogspot.com/2011/05/godin-guttenberg-and-going-forward.html>.

Hamilton, Buffy. “Are Librarians, Not Seth Godin, The Ones Missing the Point on Libraries?” The Unquiet Librarian 16 May 2011. Web. 25 June 2012. <http://theunquietlibrarian.wordpress.com/2011/05/16/are-librarians-not-seth-godin-the-ones-missing-the-point-on-libraries/>.

Jones, Gwyneth A. “ Transparency is the New Black.” The Daring Librarian. 3 Apr. 2012. Web. 25 June 2012. <http://www.thedaringlibrarian.com/2012/04/transparency-is-new-black.html>.

Johns, Sara K. "Guest Post: Visibility Works!" Make Some Noise! School Library Journal, 9 Mar. 2012. Web. 26 June 2012. <http://blogs.slj.com/make-some-noise/2012/03/09/visibility-works/>.

Johnson, Doug. “BFTP: Why I Belong to ALA/AASL.” The Blue Skunk Blog. 14 Apr. 2012. Web. 26 June 2012. <http://doug-johnson.squarespace.com/blue-skunk-blog/2012/4/14/bftp-why-i-belong-to-alaaasl.html>.

Woolls, Blanche. The School Library Media Manager. Libraries Unlimited: Westport, Connecticut, 2008. Print.

 

The Learning Commons

 What is a learning commons?

The main characteristic of a learning commons is collaboration. The activities that go on in a learning commons are impossible to number. The rules and activities within it are flexible. The authors of the article put out by the Ontario School Library Association says that new relationships between learners can be formed as well as new technology tools being realized and used. The authors also feel that a reason to establish learning commons is so that students can learn those needed transferable skills in order to be a successful citizen in their future. Since most activities are based on cross-curricular designs, the students become more familiar and comfortable with inquiry, using their creativity and discovery abilities. It is a very exciting concept.

With the library media center usually being the largest classroom in the school building, it is a logical place to begin sharing this philosophy with the school. The author Koechlin describes ways to tackle quite a few limitations to the space. We must be flexible and the smaller the library space the more flexibility is needed. It's a good idea to try and put things on wheels for ease of movement. Place bookshelves against the walls when possible. Koechlin even feels that its very important to consider the weeding policy of your library and tighten the strings on what is considered valuable. Loaning out large sets of books to rotate throughout the classrooms in the building is also a logical way to free up needed space. Then the space will be available in the commons area of the library.

Educause.com's article called “7 Things You Should Know About the Modern Learning Commons” lists a realistic downside to learning commons. Since there is no specific model of what a learning commons should follow it allows for much flexibility. Though that might be seen as a good thing, it also might cause administration/teachers to make educated guesses as to what will work in the space. If things don't work as planned, time will be wasted reconfiguring the common's possibilities. Even when a design is well decided and facilitated, the success of the space can also be a downfall with areas that are overcrowded that will require a scheduling process which will take away some of the philosophies behind a learning commons environment.

The article written about the Chelmsford High School in Massachusetts was very inspiring. The before and after pictures speak volumes even without the text. I understand that promoting the library and it's services is like a business. The article mentioned the “bait and switch” technique. You come for one reason and leave with something not expected. My favorite activity mentioned in the article is the Listening Lunches program. Giving students and teachers the opportunity to share their talents whether they sing, play instruments or any other positive fine arts talent. Students and teachers coming in for an hour or more, being social, eating their lunches, listening to great talent -all in the library- is very exciting. I wish I had the time and money to make this happen in my school. It's definitely appropriate for high school level.

Overall, I love the idea of a learning commons. On a small scale, there are many varied things that happen in the library. From baby showers to staff meetings, we've hosted lots of activities for the staff/faculty. However, getting students in the library on a collaborative basis is where I need to focus. This topic has inspired me to work harder on preparing great collaborative activities that are outside the box and not expected.

The Library and Educational Environment

The well developed library is a busy place. However, just a few generations ago, it was only thought of as a place to check out books for pleasure or for research. According to Woolls in chapter 1 of our text the library media center has changed drastically in the mid to late 20^th century due to the new technology tools being created and available. The library must keep up with these changes. I believe technology is a big part of the “job” of a library media specialist.

In chapter 2 of our text, Woolls comments that the school library media centers of today require a more leadership role in our schools. The librarian is no longer just the person who checks out books behind the circulation desk. They are the facilitator of the new technology tools that are introduced to the district. They need to be collaborating with classroom teachers as well as administration.

I have thought many times about things my son will never experience in his lifetime. Life without a microwave, remote controls, or itunes. In his article, Abram also discusses educational experiences that his granddaughter won't have. One he stated I'm very excited about. It is the “age-divided classrooms.” I think that his idea of flexible, changing groups of interest and ability is a great learning environment. As a mother an educator, I would love for my child to experience such an environment.

In this current age of digital books, Brichacek says in her article that the “brick-and-mortar” libraries may become smaller and smaller. The items available however, will more likely increase which will ultimately increase the learning. As a librarian, how do I feel about that? I'm actually ok with it. In Brichacek's word the space that the library facility takes up in a school is “expensive real estate”. It wouldn't surprise me if new schools build less bookshelves in the future.

In the 45 page article written by Hay and Ross, they had participants reflect on the thoughts of 21^st century school librarians. Regarding the educational environment of school libraries, there is a “need for inclusion that supports teacher librarians as a teaching partner.” I agree that librarians need to be involved in team/staff meetings as well as a voice in adjustments to curriculum. One argument against this is that there is not enough time for the teacher to collaborate with the librarian. This is where I feel the librarian needs to make the time by visiting the teacher in their room, invite them to a working lunch or just make a way.

In the article “A Revised Manifesto”, Valenza has many contributors to her topic. Educators were to chime in and respond to her prompt. In summary her prompt wanted to know what school librarians do in the 21^st century. My absolute favorite statement is found under the Collection Development section of her manifesto. “You understand that [a] library is not just a place to get stuff, it is a place to make stuff, collaborate on and share stuff. Not a grocery store, but a kitchen!” That is now my new mindset on the activities I create for my patrons.

A 6 week switch up

For those that read my blog, for the next 6 weeks, I will be using this blog as part of a reflection assignment for a 6 week summer class I'm taking.  Enjoy my reflections on all things "library."