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”
As I write this, I am marking the one-year anniversary of when I moved from being a high school librarian to being the only librarian for my entire school district. I write this column not as an expert in advocacy, but as a librarian who realizes that being an advocate is a necessary part of my job. I also realize that being an advocate can be easily overlooked or forgotten in the chaos of everyday life.
Advocacy is a work in progress; it is also something that involves a wide scope, because every one of us should participate in some form or another. The ideas I am sharing here are ones that I want to improve as I implement them both now and in the future. I am hoping that by the time this article is published, I will have established an even stronger practice in these ideals. Continue reading “Simple Advocacy: Maintaining Perspective”
Life in the library can include many situations that try to steal your joy. We all know if we lose our joy, we lose our peace, and we don’t want that to happen. You may believe that when things go wrong you can’t control how you feel, but you can. Each of us can control how we respond to things through the use of our will power. Make your will power your library power and use it when you need it. Students will learn from watching you. The way you live your life in the library is what you teach others. They will learn by your example. So how do we use our will power, you ask? There are five Joy Tips that have always helped guide me and are guaranteed to help you too in holding onto your joy wherever you go. Continue reading “Joy Tips in the Library”
Think you’re not ready to be a leader? Too late, you already are! Gail Dickinson explains, “You decided to be a leader when you decided to become a school librarian.” As you will learn in her new video workshop, “Leadership is part of everything you do.”
In this six-minute sneak peak from her workshop, Gail Dickinson focuses on engaging parents in your school’s leadership curriculum. What do you want to ask of parents? How do you engage them in student learning in a meaningful way? Gail discusses how to identify what you want from parents and how to include them in building a culture of leadership at your school.
Gail K. Dickinson, PhD, is associate dean of graduate studies and research at Old Dominion University in Norfolk, VA. She earned her master’s in library science from the University North Carolina-Chapel Hill, and her doctorate in educational administration from the University of Virginia. Dickinson is a past-president of AASL, was editor-in-chief of Library Media Connection, and is the author of Achieving National Board Certification for School Library Media Specialists and coeditor of the seventh edition of Linworth’s School Library Management.
This month’s One-Question Survey asked our readers to name the ‘school library rock stars’ who are the biggest influence on their work and what it is that makes these individuals stand out. The resulting word cloud of school library luminaries is certainly fun to view but really not too surprising—much more intriguing are the explanations of the knowledge, skills, and dispositions that set these individuals apart. What can we learn from these rock star librarians?
This month we asked the question, “What ‘school library rock stars’ are the biggest influence on your work?” followed by the sub-question, “Why do these individuals stand out for you?” Our underlying purpose in asking these questions was to better understand what sets a school librarian leader apart.
The 347 responses identified 174 leaders with an additional 14 general responses (e.g. the students I work with, teachers, other librarians in my school district, etc.). The list of school library leaders, displayed in the word cloud, is certainly of interest and fun to view but really not too surprising—we all know that Joyce Valenza rocks this profession!!!