School Library Connection is pleased to collaborate with ALA President Julie Todaro and her school library group Task Force to provide access to a selection of key professional development articles aligned with essential professional competencies for school librarians. We’ll be posting at least one article every work day between now and April 15. These articles were hand selected from our archives by an expert panel of librarians chaired by Susan Ballard, Dorcas Hand, and Sara Kelly Johns.
Competency 4: Curriculum, Instruction, and Assessment
“Leadership: School Librarian Evaluation” by Judi Moreillon School Library Monthly 30, no. 2 (November 2013).
Teacher evaluation is a hot topic in many school districts across the country. Spurred by the Common Core State Standards (CCSS) and other state or district level reforms, evaluation instruments for educators are under review. It is, therefore, important for school librarians to make sure that their evaluation, too, is an essential part of this review process. School librarians need to take a leadership role in suggesting the most effective ways to measure the impact of the librarian’s role in the school system.
In many states, teacher evaluation is or will be based, at least partially, on student achievement scores in standardized tests. This approach to evaluation presents a challenge for many school librarians who must provide specific information on which, if any, learning outcomes are taught and measured only in the library. One way to address this challenge in the library is to demonstrate the positive results of teaching by collecting formative assessment data. Librarians can validate their impact on instruction by using pre- and post-tests and assessments, graphic organizers, checklists, rubrics, and reflections, and combining these with the students’ final products. Continue reading “Leadership: School Librarian Evaluation”
The school library calendar is filled with events that are focused on both the library and literature: Banned Books Week, Banned Websites Awareness Day, Digital Learning Day, Read Across America, and School Library Month, to name a few. National organizations set the date these initiatives are to be held and library programs provide displays or sponsor programs to support the goals of these events. These efforts clearly fit into our responsibilities as program administrators who ensure that “all members of the learning community have access to resources that meet a variety of needs and interests” (AASL 2009, 18).
Getting beyond Months and Days
What may not be quite as clear is the school librarian and library program’s role in relationship to heroes, holidays, and special events that are not specific to the library. For example, “multicultural months,” such as African-American History Month, Hispanic Heritage Month, Native American Heritage Month, and Women’s History Month, are celebrated according to the calendar in many schools and communities around the country. Spotlighting religious holidays may also cause challenges for school libraries. Some librarians may even wonder about the wisdom of the library being known for other special events such as “Poetry Month” or “National History Day.” Should these genres in our collection receive little attention except during their month or on a particular day?
The American Library Association’s “Library Bill of Rights” is clear about our charge to “provide materials and information presenting all points of view on current and historical issues” (http://www.ala.org/advocacy/intfreedom/librarybill). While heroes, holidays, and special events have a place in the academic program of the school, how can we help ensure that “diversity” is not simply something our school is checking off its list? What are some alternatives to these practices and how can school librarians take a leadership role in guiding our schools toward an integrated model rather than an additive model for diversity? Continue reading “Beyond Heroes, Holidays, and Special Events”
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”
Schools across the country are getting ready to welcome students for a new year, but will your library be open the first day? In the following article Judi Moreillon explains why your library should be open and welcoming students from the first bell.
The bell rings on the first day of the new school year. Students and teachers are meeting and greeting each other in their classrooms after the summer break.
But wait, why isn’t the library open and library staff ready for the excitement of the new school year? Some school librarians may believe tasks in preparation for opening the library warrant keeping the library closed on the first day or first few days of school. While these tasks may be important from a librarian’s perspective, other library stakeholders may not see it that way.
What do students, classroom teachers, and principals think when the library is not open like every other classroom on the very first day of school?
Student’s Perceptions of the Library As a Learning Environment:
Students may surmise that a closed library means it is not an integral part of their education. Rather than the library as the hub of learning, they may see it as an add-on, something extra, not central to their academic success the way the classroom is. Although they will use the library the next week and later in the school year as an academic learning environment, students may not place a high value on using the library if it is closed when they need it—even on the first day of classes. Continue reading “School’s Open. Is Your Library?”