Subscribers: Browse our March 2017 issue at SLC online! In this issue, we explore how strong partnerships between librarians and school administrators drive positive changes in the school library program, student learning, and the school community as a whole.
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Table of Contents
ADMINISTRATORS TAKE THE MIC
Building-Level Advocacy with Library Impact Research By Gary N. Hartzell
The Natural Leadership Role of the School Librarian By Kyle A. Lee
Piecing Administrators into the Collaboration Puzzle By Stony Evans and Bruce Orr
Continue reading “Administrators Take the Mic (March 2017 Issue)”
In this article from the archives, Andy Plemmons shares how he makes sure his students have a voice in the library and beyond.
Subscribers can find more great articles like this here.
What does it mean to empower the voices of members of our library community? The library program does not belong to one person, and it is up to us as school librarians to look for ways to empower each voice in our school. By offering a variety of experiences and by taking risks to try new and innovative practices, we are more likely to find opportunities for students who may not have found their voice yet.
Student Voice in the Collection
When students come into the library to search for something to read, they should be able to find themselves and their interests. I, of course, have an obligation to diversify the collection and introduce readers to different perspectives and topics, but readers should also be able to find their own interests and passions. I cannot assume that I know what interests kids. Therefore, I’ve found value in turning the process of developing the collection over to students. Each year, I reserve a portion of our library budget for students. This student book budget project is led by third through fifth graders who are selected by an application process. Basically, if you apply to be in the group and have a genuine interest, you are included.
I offer advice, but the decisions belong to them. Using Google Forms, the book budget team develops a reading interest survey that is emailed to all third through fifth graders. For our younger students, the team individually surveys students in classrooms, at lunch, and at recess. All data populates a Google spreadsheet. Continue reading “Power of Student Voice”
This month we asked “how do you facilitate opportunities for students to connect with those from other cultures?” In the article below, Maria Cahill discusses the results and offers resources and ideas for you to use with your students.
We hope you use these surveys to help you reflect on your own practices. Subscribers can view our archive of past surveys here.
“Global competence is the capacity and disposition to understand and act on issues of global significance” (Mansilla & Jackson 2011, xiii). To prepare students to become globally competent, schools must meaningfully incorporate global topics within the curriculum, ideally through inquiry-based learning; integrate technology tools that enhance learning outcomes; and provide learning environments conducive to developing and sustaining creativity (P21 Global Education Task Force 2014).
We wondered what roles school librarians play in creating those learning environments conducive to global education; therefore, our One Question Survey this month asked school librarians to identify the ways they, individually or in collaboration with teachers, facilitate opportunities for students to connect with students from other cultures. Continue reading “Connecting Students with the World”
Those of you who know Paige Jaeger (and really, who doesn’t?) know she’s big on inquiry and collaboration. In her latest webinar for SLC @ The Forefront, Paige offered solid advice on repackaging those social studies research projects so inquiry is front and center. For attendees looking for Paige’s pick-up lines for approaching teachers so you can get started collaborating, we present this article from February 2016.
When I first started as a librarian, I had to fish for collaborative teacher friends. I didn’t wait in line for them to swim up to me, but I floated around the building with a baited hook. My pick-up lines included, “How can I help you?” “How can I connect to your curriculum?” “How can we work together to increase achievement?” I’d leave little weekly notes in teacher’s mailboxes to see who would befriend me.
Initially, teachers may have collaborated out of pity, but they returned for the fun. They were hooked. I remember modifying an insect unit with a first grade teacher so that kids would not only have to “report” on their insect but also speak in the first person voice. I remember reforming a biographical presidential biography report to a first person campaign speech, and I remember teaching perspective because a fifth grade teacher said he didn’t have time. It was a slow walk down a long road, but we eventually reached that collaborative plateau.
When we successfully collaborate, it weaves us into the fabric of instruction and it enlarges our students’ world. It allows students to travel on our Internet Superhighway to destinations unknown. There are a few levels of collaboration, and dare I say we have experienced them all? We have covert collaboration, low-level collaboration, and full-collaborative planning. Continue reading “Professional “Pick-Up Lines””
Election Day is the perfect time to remember the importance of teaching students about citizenship and civic responsibility. In this article from our November issue, Noorya Hayat and Abby Kiesa with the Center for Information and Research on Civic Learning and Engagement discuss ways school library practitioners and K-12 educators can work together for high-quality civic learning linked to primary sources.
Subscribers to SLC can read more articles like this by visiting School Library Connection.
Engaging Students in High-Quality Civic Learning
Civic learning is an important mission of schools, and school library and media educators can and should play key roles. Not only do these educators play a role in what information and media youth are exposed to, but engagement with information, news, and other media also creates the opportunity to emphasize and develop literacy skills needed in many parts of life, including civic life and democracy. At the core of civic life is the ability to research issues and candidates to understand policies and related discussions, as well as finding and developing solutions. As such, the skills developed through interaction with and communication about information on public issues is a critical piece of civic learning.
In 2011, the Campaign for the Civic Mission of Schools published the “Guardian of Democracy” report, which outlines a comprehensive view of civic learning outcomes with six proven practices as inputs and civic outcomes focused on building knowledge, skills, and dispositions. These involve in-class and out-of-class activities that can all use primary sources to provide holistic civic education. These six promising practices for civic learning are:
- Classroom instruction for knowledge in government, history, economics, law, and democracy;
- Discussion of current events and controversial issues in the classroom;
- Service-learning connected to school and class curriculum;
- Simulations of democratic processes;
- Extracurricular activities in school and the community; and
- Student participation in school governance.
These practices can be used simultaneously in an activity or integrated over the course of a semester to teach powerful civic lessons. Coordination between educators in different roles and subject areas deepen and connect lessons for students. These practices can ensure high-quality civic learning outcomes in K-12 students—including through the integration of digital primary resources. Continue reading “Civic Learning and Primary Sources”
Have you preregistered for Dr. Judi Moreillon’s upcoming webinar on EdWeb, “Classroom-Library Coteaching 4Student Success“? Join Dr. Moreillon and our colleagues from Libraries Unlimited on October 13th at 5:00 PM EDT for an interactive exploration of strategies for identifying potential collaborative partners, electronic collaborative planning tools, providing evidence of the value and efficacy of classroom-library collaboration, and much more. The best part? Joining our EdWeb community, SLC @ the Forefront, is 100% free.
To whet your appetite we’re sharing this gem of Dr. Moreillon’s from the March 2016 issue. Happy collaborating!
The collaborative classroom teacher–school librarian model can take various forms. Educators can co-develop a library collection aligned with the classroom curriculum. They can co-plan schoolwide literacy events or promotions such as Love of Reading Week, Poetry Day, or the book fair. Educators can collaborate to plan for a makerspace or technology purchases. They can collaborate to develop strategies for integrating technology tools and resources into students’ learning. They can also coteach by co-planning, co-implementing, and co-assessing standards-based lessons and units of instruction. Of all of these collaborative possibilities, coteaching, has been shown to make a measurable difference in student learning outcomes. Continue reading “Coteaching: A Strategic Evidence-Based Practice for Collaborating School Librarians”
Looking for ways to get students interested in how the political process works? In “A Campaign Simulation for Authentic Learning” David Olson describes a popular collaboration that helps his AP U.S. Government students practice what they’ve learned by working together on simulated U.S. Senate campaigns.
Subscribers to SLC can read more articles with great ideas like this by visiting School Library Connection.
The school library is, at its best, an incubator of democratic values and a haven for inquiry. At James Madison Memorial High School in Madison, Wisconsin, where I teach social studies, our students utilize library resources, with the support of school librarians, in nearly all courses. Starting as first semester freshmen, our students approach the issues of immigration and migration by exploring their own families’ journeys. Through modeling, think-alouds, and mini-lessons from the librarians, students use Ancestry.com (purchased by our library) to find primary resources relating to their families, learn proper citation and database search techniques, and connect their personal stories to broader themes using the ABC-CLIO American History database and a curated collection of print materials. Eleventh grade students use Biography in Context and Gale Virtual Reference Library to create fictional universities centered on the social and political protest movements of the 1960s and 1970s. My upper-level students visit the library several times during the course of the semester to conduct research from books and databases, play iCivics games, explore webquests, and collaborate in small groups. All of these lessons are planned and instructed in collaboration with the school librarian.
A few years ago, when my department began offering AP U.S. Government and Politics, I was faced with a conundrum. In a second semester AP course in a state where school doesn’t end until June, what do I do with the last three weeks of class? I found my answer with my school librarian, Robin Amado, who helped me craft a campaign simulation using library resources. In each class, my students divided into campaign teams to run for a U.S. Senate seat. Campaigns featured a candidate, campaign manager, website team, advertising team, social media team, and policy wonks (specialists in policy details). The project allows students to simulate the election process and put into practice everything they’ve learned about the political world. Continue reading “Authentic Learning with a Simulated Campaign”
According to a national study on young people and volunteering, having friends that volunteer regularly is the primary factor influencing a young person’s own volunteering habits—in other words, more influential than the actual cause is the social context. Only 19% of those who volunteered came up with the idea to volunteer themselves. More than half, 57%, were invited by someone: a friend, family member, or other adult. So, what might be the roles for the school library here?
In her video series with School Library Connection, “Engaging the Learning Community,” Dr. Rebecca Morris explores the why and how of creating a social or collaborative context for learning, including involving adults from the school and from the broader community. In this sneak peek (below), Morris looks at how the school library can accomplish these goals through service learning and volunteering . The full workshop—with coverage including performing a needs assessment, engaging the learning community via makerspaces, and creating a community reading culture—is available to School Library Connection subscribers here.
SERVICE LEARNING & VOLUNTEERING
In case you missed it, we’re excited to share this fabulous article from our summer issue online by Naomi Bates.
Linking Literature to the Classroom
As school librarians, we know the impact the library can have on classrooms. The difficult part is that other decision makers on campus may not see how important this classroom connection can be. In our educational age of standardized testing and curriculum alignment to state and federal guidelines, the library and librarian can be pushed to the side. Instead of being bullied out of the classrooms, however, we need to fight to stay in them. How we do it is an age-old adage: actions speak louder than words. One very important and creative way to show our importance to classrooms and academic achievement is through linking literature to the classroom. While state standards are the ruler by which lessons and academics are measured, creating personal connections between students and the subject matter enriches learning and achievement. We can do this by using literature to link students to subjects they study. Here are a few ideas to ponder for increased linking. Continue reading “Linking Literature to the Classroom”
Valarie Hunsinger challenges librarians to think creatively in order to transform their library, you never know where it will lead. For Hunsinger, it led directly to Olympic gold medalist Gabby Douglas.
Subscribers to SLC can read more articles like this at School Library Connection.
Icely, a sixth grader in the Bronx, New York, can’t stop reading! It is impossible to find her without a book in hand. In the first few months of school, she has already read over fifty-four books and one million words! When asked why her reading has become so ravenous compared to the previous year, she says that she never wants to miss a “Gabby Douglas opportunity” again.
Many fellow students feel the same way. In 2012, students at Hyde Leadership Charter School in the Bronx (Hyde-Bronx) celebrated the Olympics by striving to “Go for the Gold” in their academic pursuits. Students who completed their summer reading journal started the year by receiving a reading gold medal from Ben Bratton, who was the youngest member to win a gold medal for America at the 2012 World Championships in Fencing.
After Bratton’s visit, the library launched a millionaires’ challenge. Students were challenged to read a million words, and I promised to find an Olympian to celebrate their huge accomplishment. As more and more students joined the Millionaires Club, the harder it seemed to find an Olympian, until one day my friend and corporate partner, Debra Braganza from City National Bank, called me and said, “I found an Olympian for you.” Little did I know that she had found one of the biggest Olympians—two-time gold medalist of the summer games, Gabby Douglas.
On May 1, 2013, fifty millionaire readers not only met Gabby Douglas at Barnes & Noble, but also received a signed copy of her newest book, Raising the Bar, thanks to City National Bank and Barnes & Noble. (The story can be found at: http://bronx.news12.com/news/students-in-hunts-point-soundview-meet-olympic-gold-medal-winner-gabby-douglas-1.5177727). Maria, an eighth grade student who read over five million words, said it was a day she would never forget for the rest of her life. It was also the day that I realized that in my library I must dream BIG and, even more importantly, I realized that to change the lives of my students, I needed partners that believe in big dreams! Continue reading “Going for the Gold: Transformative School Library Partners”