Final reflections for the School Library Media Center class

Reflection #7

Reflect on the semester's readings, discussions, assignments, etc. Has your vision changed? What are you looking forward to implementing in your school library program? What worries you about the profession? What are the challenges?

I have spent a lot of time reflecting on this semester’s readings, discussions, assignments, etc. I thought the textbooks were ok, the discussions were better, and the assignments were excellent. I can use every single assignment that was done in this class in my professional career right now. In fact, I am! I have referred to the class wiki’s many times to review articles that I had starred as “to read later”. The synthesis essay allowed me to pull what I felt were the most important aspects of the key issues affecting school library programs today: research, reading, technology, instruction, and advocacy. The environmental scan forced me to take a realistic look at the challenges the library I work in face. The social media assignment ended up being a blessing-in-disguise because I never would have looked at infographics unless I was assigned to that social media tool. I now think I have a much better appreciation for how beneficial the visual aspect is for a lot of learners. I’m incorporating many of the social media tools the class groups shared with each other into my school library program. I’m currently creating a VLC for my middle school library. I would not have known where to start if I hadn’t created one with my team. The PLC and infographic will be used for the rest of my career, although I’m sure it will look much different as my career grows.

As of today, my vision has not changed. I must say though, that my vision has had many ups and downs this semester. I was discouraged by the CSLA conference in November and specifically how many teacher librarians had been reassigned to teacher positions. The economy in California, and the general lack of school library programs in the CA schools, combine to create a frustrating view of the future for Teacher Librarians.

I am looking forward to implementing many things in my school library program. In the first paragraph, I mentioned that all of the assignments that we have done can (and are) be implemented in my school library program immediately. The item I’m most excited about implementing is the VLC. It will be so forward thinking for my school. I know it will get a lot of use and will really help pull the library “to the front of the technology pack” on our campus.

I’ve lamented many times about what worries me in the profession. To name a few concerns, the economy, the lack of school library programs in California schools, and the fact that TL’s have to constantly fight to justify their existence come to mind. These concerns are also the challenges for the profession. The bottom line for me thought is that being a Middle School Teacher Librarian is a passion of mine. I love being in a middle school library. That’s what I keep coming back to even when I’m feeling down about the industry.

I feel like I’ve written too much negative stuff this last month about the industry (at least I know I’ve been thinking a lot of negative stuff), and I’m feeling a little better about it, so I think I’ll leave it at that.

Reflection #6-Advocacy and the School Library

What is the role of advocacy in the school library? To whom should you apply advocacy efforts? Why? In investigating advocacy efforts, what do you see that you like? What concerns do you have? What challenges are facing school libraries?


The role of advocacy in the school library must be interwoven into all of the library activities. For example, during lunch, when students get upset that I can’t let them come in because the library is full, I tell the kids to let the principal know they can’t come into the library because there isn’t enough room.

Advocacy efforts should be applied to everyone. I advocate to students, friends, teachers, administrators, district people, city officials, neighbors, etc.

In investigating various advocacy efforts, here are a few that I like:

1. Having parent volunteers. I have found that having parent volunteers has done more for my advocacy efforts than I could have done on my own. When a parent comes in and sees for themselves what actually happens in the school library, they are always surprised at how busy and dynamic the school library is.

2. Disseminate information (Woolls, 2008). Since starting my job in August, I have sent two lists of new books via the PTA newsletter. I have received feedback from many parents that they saw my lists and really was impressed that the library had been able to get new books, especially books that have just been published.

3. Loudspeaker advertising (Woolls, 2008). My school has “HPTV”. Announcments are made every morning. I can go on HPTV weekly and make announcements. I think it would be a good medium to booktalk, announce contests, announce webcasts, discuss new material, give library tips, and other similar ideas. HPTV is a good vehicle because the first period of each day is longer than the rest of the periods to accommodate HPTV announcements. The culture of the school is that everyone should be listening to the announcements and that teachers aren’t instructing during this time. I would have a pretty receptive audience.

I have many concerns about school libraries, especially California school libraries. I am at the California School Librarians Association (CSLA) conference in Sacramento as I type. Of the four workshops I went to today, all of which had Teacher Librarians as presenters, three of the workshops had Teacher Librarian presenters that had been reassigned to a teacher position. These people are well known in our industry. This afternoon, at the SJSU SLIS presentation by Dr. Sandy Hirsch, the new SLIS Director, someone asked if the Teacher Librarian program was going to continue given all of the Teacher Librarian layoffs. I don’t remember her exact words, but she said something about the program continuing for now, and that they would look at it again in the future. It was a very disturbing answer. Then, when I went to the SJSU SLIS CSLA reception after that, I found out that Doug Achterman has also been reassigned to a teacher position in his high school. That really shocks me. He was a Teacher Librarian in a high school. I honestly didn’t think Teacher Librarians in high schools would ever be affected.

There are many challenges facing school libraries, especially in California. The major challenge is the budget issue. Because of the dire budget situation in California, many Teacher Librarians are losing their jobs, and being reassigned to teacher positions. Schools are not only reassigning Teacher Librarians, but also closing their libraries. I honestly don’t know if the school libraries will recover from all of these budget cuts.

I’m actually more discouraged about being a Teacher Librarian than I ever have been. I am so surprised at all of the well-known Teacher Librarian’s that have been reassigned to teaching positions. I had been slightly encouraged by the California adoption of the Model School Library Standards. Now, I’m not sure they are even going to make a difference.

Oh well, for now, I’m going to put on my happy face and go to the California Young Reader Medal Awards and forget about all of the school library issues!

Bibliography

Woolls, B. (2008). The School Library Media Manager. Westport, CT: Libraries Unlimited.

Love this mindmapping software for K-12-Check it out.

Intellectual Freedom, Censorship and other fun topics

Discuss the issues surrounding intellectual freedom, censorship, selection, and in loco parentis in school libraries.  Do not restrict your comments to print format only, and consider how long standing programs (such as AR, or highly restrictive filtering) may play a role in intellectual freedom issues.  How will you deal with these issues?

Intellectual freedom, censorship, selection, in loco parentis, AR (Accelerated Reader), and restrictive filtering are important issues in school libraries.  My experience, as a Mom, school volunteer, graduate library student, and now as a librarian at a middle school, is that most people’s first reaction is very strong, either for or against, all the above issues.  I’ll use myself as an example, since I used to think differently about all of these subjects.  I do find it much easier to talk about these issues with people who feel differently than I do since I also used to think that way.  

Before being in library school, I was a parent who wasn’t educated about intellectual freedom, censorship, and selection.  I wish every parent could learn what I  have learned.  If they did, I think there would be less issues with intellectual freedom and censorship. In my library classes, I have read and discussed many different reasons why it’s so important to have Intellectual Freedom and to try to stop censorship.  For starters, it’s our right to have Intellectual Freedom.  

A parent is generally the person who challenges a library resource.  It  is usually done to protect the child or because the parent truly wants what’s best for their child.   The heart’s in the right place, but the level of knowledge about the issues is not sufficient to make an educated decision.  What is really amazing to me is that the very subject that the parent is trying to protect their child from is still going to find its way to their child.  As a parent, do you want your child to get the information from a friend (who may not have the correct information), or would you want your child to find the factual information in a trusted library resource, followed by an open and bonding conversation between you and your child?

If you’re a librarian, it’s so important to make sure that the library you work for has a collection policy.  The school library and district I work at has a collection policy.  All the resources in the library have been approved by the district.  If a parent were to challenge a material in my library, I would first let them “vent”.  I would then ask them if they have read the entire resource.  If the answer is no, then I would ask them to please read it before challenging it.  If they decide to still challenge it, then they can do that.  I will give them the triplicate “Reconsideration” form.  I know that I have the backing of the district, so I am completely relaxed about any potential challenges.  It’s also important for the librarian to remember that it’s not a personal attack, and that the person probably is really trying to protect their child.  

I have learned that just because I don’t like a book or internet resource, or don’t want my child reading a book or looking at a certain website, doesn’t mean I should stop other children from reading that book or looking at that website.  That decision should be left up to the parents of that child and ideally the child has some input as well.  It’s so important to remind people (and ourselves) that a librarian or other parent is not in loco parentis (acting as the parent).  Only a parent should act as a parent of their own child. 

Organizing two different Banned Books Week events, for two very different audiences, has also helped me further my appreciation for honoring Intellectual Freedom and trying to stop censorship.  I have been the chairperson of two Elluminate (web conferencing software) Banned Books Week events at SJSU SLIS (School of Library and Information Science). Seeing how passionate people were about reading from their favorite challenged or banned book was really enlightening.  

The other event I organized was a week-long celebration of Banned Books Week at the middle school library where I work.  I pulled all the challenged and banned books that our library had on the shelves and put them on a couple of carts with caution tape around the cart.  One of the volunteers put signs on the shelves such as “Where did all the Twilight books go?  Come ask Mrs. Renton about Banned Books Week.”  That week was so awesome!  So many kids told me they really loved Banned Books week and they were shocked to see so many of their favorite books on the Banned Books week carts.  A lot of the students initially thought they couldn’t check out the books on the cart.  When I explained that they definitely could check them out, and that we were celebrating their freedom to be able to do so, they still didn’t seem to really grasp the concept.  I tried to think of ways to explain it to them, and came up with two items that seemed to help them understand.  The first thing I did was ask them what their favorite book was on the Banned Books Week cart.  I then asked them what they would think if they asked to check out that book, and I said “No, you can’t check that out because it’s been banned.”  They all thought that was either “stupid”, or “crazy”, or “not right”.  I told them they were exactly right and fortunately they can check out those books.  I also explained to them that just because they may not like a book, or I may not like a book, doesn’t give them or me the right to stop other people from reading it.  Between those two ways of explaining Intellectual Freedom and Censorship, they were able to understand the concept much better.  (I know we are meant to be discussing books and other resources, but for Banned Books Week, I did only discuss books-I’ll change that next year to incorporate other resources).  Because of my classes at SJSU, and my involvement in different Banned Books Week events, I have come to really respect individual’s right to read what they want. 

When selecting books, websites, or other resources for a collection, the librarian needs to be mindful that he or she is not censoring material.  Every librarian has their own religious, political, and social customs and opinions, but those particular customs and opinions need to be ignored when selecting material for a library.    

Restrictive filtering is a very difficult area for schools.  Schools have a responsibility to keep their students safe.  The intention of the filters is to keep inappropriate content away from students.  Unfortunately, some of the filters also block things that are appropriate, but may have an inappropriate word.  A common word that is often blocked in the filter software is “breast”.  Blocking the word “breast” also blocks recipes that call for chicken breasts and information about knight’s armor  (Woolls, 2008). 

A very sensitive subject for me is Accelerated Reader (AR). I was never against this program until I began working in a middle school library.  As a parent, I always thought “Oh, great, there’s a program that gives my child feedback about how well they’re comprehending what they’re reading.”  As a middle school librarian, it’s heart-breaking to hear a child say “Well, I was really enjoying that book, but my teacher said I can’t read it because it’s AR level is too low (or too high), or it isn’t worth enough points.   I keep on hearing students say “I need to pick an AR book.”  There is too much emphasis on all the wrong aspects of reading.  I think AR is a “buzz-kill”.  Let’s tell our children they have to read only “approved” AR books, make them read it, and then test them on it.  Yay, what fun for the student!  NOT!  But amazingly, everyone goes along with it.  I tell the students, “you can still read that book, and I hope you do because you’re enjoying it.  For this assignment, you will have to pick a book that matches the criteria your teacher has set.  But, please, don’t think that the book you are enjoying is not a worthwhile book.  If you’re enjoying it, it’s worthwhile.”  The basic problem with AR is that students are so focused on picking an “AR book” that they are missing the whole point of recreational reading and they are also being told what to read and more importantly, what not to read.  How sad.

Bibliography

Woolls, B. (2008). The School Library Media Manager. Westport: Libraries Unlimited.

The Conservatives Among Us | American Libraries Magazine

Very good food for thought. It would be nice if everyone had this open of a mind and focused less on alienating and more on bonding. Pretty corny thought, I know...
The Conservatives Among Us | American Libraries Magazine

Reflection on my current understanding of the role and mission of school libraries (originally answered 9/4/10)

Describe your current understanding of the role and mission of school libraries.  What are/have been your experiences with school libraries and how has this colored your understandings of what a school library is an should be?

My current understanding of the role of the school library is to be the heart of the school.  To achieve this role, the school library must be a dynamic and vibrant asset that the students, teachers, and administrators need to help fulfill the mission of the school.  Equally, the school librarian must be a dynamic individual that stays at the forefront of current technology trends and resources to enable the library to remain relevant.

My current understanding of the mission of school libraries is what the American Association of School Libraries (AASL) set forth as the school library mission in 1998:  “The mission of the library media program is to ensure that students and staff are effective users of ideas and information.”  I think that I have known of the AASL mission for so long that it has become an automatic response when someone asks what the mission of school libraries are.  I do believe, at this time, that the mission reflects what I believe to be important about school libraries. 

My experience with school libraries was, unfortunately, non-existent until I had children of my own.  I don’t remember ever stepping foot in a school library (L) when I was a K-12 student.  I remember going to the public library, but not the school library.  As a parent of three children however, the school library became a very important part of my life (hence the library degree!).  

The moment I stepped foot in my children’s elementary school library, I thought “Wow, this place is amazing.”  I realized how special the library could and should be.  Because of all the budget cuts, there was no money to buy new books.  I began fundraising efforts that enabled the library to purchase over 300 books.  To make a long story short, the librarian and I didn’t connect.  Eventually, I realized there was not much more I could do for that particular library.  It was time for me to move on.

My experiences with my children’s school library only made me more passionate about wanting to become a school librarian.  I began to read everything I could about school libraries.  I bought professional books, joined list serves, became a member of the AASL and the California School Librarians Association (CSLA), and went to the CSLA conference in 2008.  The more I learned, the more I wanted to be a school librarian. I believe firmly that the school library should be the heart of the school.  I want the library to be the exciting place to be, the place where all school community members feel like they belong and are making a difference in.  I want to make learning about “becoming effective users of ideas and information” interesting and fun and cool.  I want the school community members to have “aha” and “wow” moments when they are in the library. 

 

I recently was hired to be the library assistant at one of the three middle schools in my town.  It’s a  paraprofessional job, which I am fine with for now since I have never actually worked in a library and my degree isn’t complete yet.  I definitely feel as if I am being treated professionally and respected.  I am so excited to be able to take all of the ideas I have had over the years and actually implement them in a real, live school library!

Reflection on the name "teacher librarian" vs. "school librarian"

Reflection Journal #4

What is in a name?  Over the last 25 years (probably longer) the title of school librarian has morphed from school librarian to media specialist to teacher librarian.  In Canada and California, and maybe other places we are officially teacher librarians.  According to AASL we are school librarians.  You would be amazed (or at least I am) at the debate and passion this issue incurs.  A recent webinar explored the issue, right after AASL’s announcement-yes, we are school librarians.  What is your take? Does the name matter?  Why?  Which would you choose?  Why?

My take on this discussion is that there are valid arguments on both sides of the debate-and yes, it is a debate!  I haven’t found any arguments in favor of keeping the title media specialist that was previously supported by AASL.  According to the AASL Board Discussion, the disadvantages with the term school library media specialist were:  considered outdated, confusing, too long, the external stakeholders did not understand title, too many versions, disconnect with association name, were too many variations on that title and the word “media” is considered outdated (Pentlin, 2010).  I loved Ms. Yingling’s comment on the AASL blog.  She asked “If “media” isn’t in the title, does that mean I don’t have to fix VCRs or overheads?” (Pentlin). It sure was nice to see some humor in an otherwise obviously touchy area.  I agree that school library media specialist needed to be dropped as an official title.  Below is the screenshot of the advantages and disadvantages of the term school library media specialist (American Association of School Librarians, 2010).

I do think that a name or title matters.  As an example, as a para-professional, I currently tell people I am a middle school librarian because if I told people what my title really was (Library Assistant), they would be confused.  Who am I an assistant for?  When I first got the job, I did use the term Library Assistant and people almost consistently asked or commented that they didn’t know there was  a librarian at the school.  So, based on my title, people assumed I was assisting a librarian.  I’m not assisting a librarian.  It’s just me, myself, and I at the library.  And since I’m getting my Master’s in Library and Information Science, I decided it was ok to call myself a middle school librarian.  Unfortunately, no one knows the difference anyway! 

Teacher librarian is a more fitting title than school librarian because school librarian doesn’t indicate any sort of credential and also seems like an antiquated term that does not describe what a teacher librarian really does.  Fortunately, in California, teacher librarian is the “official” name that is used.  The AASL, in their “mega issue discussion” (that’s actually what it was called!) on January 15, 2010, acknowledged that the term school librarian, which they ultimately voted on to use has the disadvantage “The perception that this title is more traditional and not forward-thinking” (American Association of School Librarians, 2010).  Below is the screenshot of what the advantages and disadvantages are to the term school librarian (American Association of School Librarians, 2010).

In their discussion about using the term “teacher librarian”, below is a screenshot of what the advantages and disadvantages are to the term teacher librarian (American Association of School Librarians, 2010). 

In the end, for the AASL name-game decision, based on the blog posts I have read, and reflecting on everything I have read, my opinion is that it came down to money and taking the easy way out.  The ALA has seen a drop in membership, and so they too have had to make budget costs.  In addition, if the AASL adopted the official name of teacher librarian, they would probably want to change the name of the association to the American Association of Teacher Librarians, which would require a monumental marketing campaign, which consequently would take a significant amount of financial and human resources.  Additionally, and very importantly, that sort of change might even confuse stakeholders even more.  Although a good marketing campaign surely could have overcome that. 

I believe it’s also important to discuss the fact that there is much confusion about what teacher librarians do.  While I do think teacher librarian is more descriptive than school librarian,  I think the confusion can be clarified even more by advocacy and education-and a lot of it-than only a name change. 

The bottom line is that I’m sure we haven’t seen the end of this discussion.  My gut is that we will see this again, and hopefully at that time the AASL will make a decision that will reflect forward-thinking.  It takes money to make money.

Bibliography

American Association of School Librarians. (2010, January 15). Board of Directors Mega Issue Discussion: What name should we use to help us achieve universal recognition and be considered indispensable? Retrieved from American Association of School Librarians: http://www.ala.org/ala/mgrps/divs/aasl/aboutaasl/aaslgovernance/leadership/2010/midwinter/mega_issue_notes.pdf

Nelson, C. (2010, January 21). School Librarian: Is the name change a step backwards? Retrieved October 16, 2010, from Techno Tuesday: Cathy Nelson's Professional Thoughts: http://blog.cathyjonelson.com/?p=1124

Pentlin, F. (2010, January 17). Who're You Gonna Call? The "school librarian". Retrieved from American Association of School Librarians Blog: http://www.aasl.ala.org/aaslblog/?p=913

School Library mission statements

Reflection Journal #3

What is the mission of the modern school library and how do the mission's relate to the common beliefs?  After class discussion, and your thoughts last week how have your reactions to the common beliefs changed (maybe they haven't).  If you had to write a mission statement what do you think would be important to include?

The purpose of the mission of the modern school library is to establish a baseline for assessment of how the library is doing.  The mission statement helps provide accountability.  If the staff of the school library has not put in writing what “it’s purpose of the organization, its reason for existence, and what it hopes to accomplish” (Woolls, 2008), then it is almost impossible to accomplish anything meaningful.

Missions relate to the common beliefs because the beliefs should be incorporated into the library mission statement.  The common beliefs are central to the success of a school library, and the mission statement should be the expression of how that success will be achieved.

My thoughts on the common beliefs have become more clear since the last class discussion and also the feedback that was provided on my last reflection journal entry.  

If I had to write a mission statement, (and I really do), it would be important to:

1.      Keep it short!  Too many mission statements are too long.  I believe a mission statement should be able to be memorized easily.  Short, sweet, and to the point, please!

2.      Mention all community members

3.      Make sure the mission statement provides accountability without getting too detailed (remember keep it short!)

4.      Include words that reflect we need to teach students how to have the 21^st century skills necessary to be well-balanced adults who are able to communicate effectively in a world that is much larger than the United States.

A rough draft of a mission statement for the middle school I work at is:

The mission of the Harvest Park Middle School Library is to create a community of life-long learners.

Hmmm…I kind of like it just like that.  I have added and deleted sentences, but keep coming back to just this one, strong, powerful statement.  This one statement allows for differentiated instruction, individual differences and individual creativity.  The mission statement allows me flexibility in using various technologies, materials, and teaching methods.  I like that the question I would keep coming back to if I was asking myself if the library was following its mission statement is “Am I encouraging and helping this student (or students) be a life-long learner?” 

            I would like to somehow incorporate that I would like to encourage each child to take responsibility for his/her own learning.  If each child is taking responsibility for his/her own learning, then they own that aspect of their life.  If they own that aspect of their life, no one can “take it away” and it  becomes part of their “arsenal” to help them get through life.  If they can see the positive aspects of this, then they will more likely become “life-long learners.”

            A possible mission statement could be:

The mission of the Harvest Park Middle School Library is to create a community of life-long learners where individual differences and creativity are encouraged in meeting academic and social needs, and each student is encouraged to take responsibility for his or her own learning.

Thoughts?

Woolls, B. (2008). The School Library Media Manager.  Westport, Connecticut:  Libraries Unlimited.

Reflections on the 9 Common Beliefs of the AASL's Standards for the 21st-Century Learner

American Library Association. (2009). Empowering Learners:  Guidelines for School Library Programs.  Chicago, IL:  Author.

American Library Association. (2006). Standards for the 21st-Century Learner. Retrieved September 19, 2010, from American Association of School Librarians Web Site:   http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/standards.cfm.

Public Broadcasting System (1998).  Africans in America:  Part 4:  Judgement Day.  Retrieved September 19, 2010, from Public Broadcasting System Web Site: http://www.pbs.org/wgbh/aia/part4/4p1539.html


The American Association of School Librarians (AASL), a division of the American Library Association (ALA),  has taken a much broader, in-depth look at what our students need if they are going to succeed as 21st century learners.  The result of their research is published as Standards for the 21st-Century Learner (link is attached).  An underlying understanding of the Standards for the 21st Century Learner are the 9 Common Beliefs (I will call them "beliefs" from here).
The 9 Common Beliefs are (my reading notes are in italics below each belief):

Reading is a window to the world.
Reading is a foundational skill for learning, personal growth, and enjoyment. The degree to which students can read and understand text in all formats (e.g., picture, video, print) and all contexts is a key indicator of success in school and in life. As a lifelong learning skill, reading goes beyond decoding and comprehension to interpretation and development of new understandings.

Reading truly is a window to the world.  So much of my personal and professional fulfillment comes from what I have read. As Frederick Douglass (1818-1895), a slave, and later a spokesperson for the abolition of slavery and racial equality, said "Once you learn to read, you will be forever free."(PBS, 2010).

Inquiry provides a framework for learning.
To become independent learners, students must gain not only the skills but also the disposition to use those skills, along with an understanding of their own responsibilities and self-assessment strategies. Combined, these four elements build a learner who can thrive in a complex information environment.

I believe that inquiry, or as I often say "to be curious", is a requirement for learning.  Many students might say "I don't like to learn."  But, that is not true.  If they like something, they like to learn about it.  Helping students make connections is a key component of making learning enjoyable.   

Ethical behavior in the use of information must be taught.
In this increasingly global world of information, students must be taught to seek diverse perspectives, gather and use information ethically, and use social tools responsibly and safely.

When I first read this title, I thought "Well, sure, I agree."  However, I think that the AASL has added a critical aspect to the description of the belief:  to seek diverse perspectives.  I wouldn't have thought of that as being an ethical decision, but after reflecting upon it, I think that seeking diverse perspectives supports the growth of a 21st century learner.

Technology skills are crucial for future employment needs.
Today’s students need to develop information skills that will enable them to use technology as an important tool for learning, both now and in the future.

Boy, this really does go without saying, but I don't see this reflected yet in the schools.  Hopefully, sooner rather than later,  between the AASL and state library associations and national and state Education departments, we will get there.

Equitable access is a key component for education.
All children deserve equitable access to books and reading, to information, and to information technology in an environment that is safe and conducive to learning.

This concerns me.  As the state budget (in California) has worsened, I see more and more school sites, at least in my community, fundraising for their individual school.  This sounds great, but what ends up happening is that other schools in my community who don't have the fundraising support from their parent community end up not having the same equitable access to materials.  I'm not sure what to do about this.  I am going to be sitting on my middle school's equity committee, so I'm hoping to begin making more of a difference in this important issue.

The definition of information literacy has become more complex as resources and technologies have changed.
Information literacy has progressed from the simple definition of using reference resources to find information. Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century.

This really stood out to me-that information literacy is only one aspect of the Standards.  I think this is so important because, at least to me, the term "information literacy" has been the buzzword for so long.  So, now, not only do I need to really get a better grasp on information literacy, I need to get a better grasp on the Standards for the 21st-Century Learner.  I have so much to learn!  That's both exciting and daunting to me!


The continuing expansion of information demands that all individuals acquire the thinking skills that will enable them to learn on their own.
The amount of information available to our learners necessitates that each individual acquire the skills to select, evaluate, and use information appropriately and effectively.

I can't add anything else.  Well said.


Learning has a social context.
Learning is enhanced by opportunities to share and learn with others. Students need to develop
skills in sharing knowledge and learning with others, both in face-to-face situations and through technology.

This needs to significantly improve.  This has the most exciting potential to really make learning more interesting.

School libraries are essential to the development of learning skills.
School libraries provide equitable physical and intellectual access to the resources and tools required for learning in a warm, stimulating, and safe environment. School librarians collaborate with others to provide
instruction, learning strategies, and practice in using the essential learning skills needed in the 21st century.

Well, I know this.  The problem is how do librarians get buy in from teachers, principals and parents?  Advocating this message is something I really want to focus on. 

PLA photos from March 26, 2010

Here are two photos of me speaking from the perspective of being a Booklegger volunteer at the Public Library Association (PLA) national conference workshop "Too Busy to Booktalk?  Training Volunteers to Booktalk"  in Portland, Oregon on Friday, March 26, 2010.  The other photo is of me at the PLA welcome banner.

Booklegger group photo

This is a Booklegger group photo(about half of the bookleggers were there) taken on March 9, 2010 at the Pleasanton Public Library.  Nonfiction author Pamela S. Turner spoke at that meeting and is in the middle row, 2nd from right.  I'm next to her on the end in the black Booklegger t-shirt.   Her latest book is The Frog Scientist, and is a really great book.  Her website is http://www.pamelasturner.com/. 

PLA Friday 3-26

Today was my second and final day at PLA in Portland.  I went to an excellent workshop called "Children's Publisher Book Buzz Panel".  I'm looking forward to reading some of the 2010 books that the publishers highlighted.  I also had time today to visit some of the exhibits, although not as many as I would have liked.  The workshop that I was presenting at was from 4-5:15 and was excellent.  The only real bummer is that it was such an excellent workshop, but since it was the last day of the exhibits and a Friday late afternoon, it wasn't that well attended.  Chris Spitzel, Booklegger Coordinator and my internship supervisor at the Pleasanton Public Library, and Cathy Schneider, the Books 2 U Coordinator at the Multnomah County Library in Portland, did such an excellent job of co-presenting the workshop.  I was able to speak about my experience as a Booklegger volunteer, which is easy for me to do, because I love the Booklegger program so much, and I think every library should have an outreach program like Booklegger or Books 2 U.  Who knows, maybe someday soon I will be able to start a program like this at a library that doesn't have it...

PLA Thursday 3-25-10

I had a very inspiring day on Thursday at PLA in Portland.  Went to a great workshop called "Partner Up:  Outreach to After-School Programs."  I got some great ideas for reaching children who go to day-care after school. 

Chris and I went to the SJSU SLIS reception last night.  Ken Haycock, the Director of SJSU SLIS, who is retiring this year, gave the group a nice welcome and was inspirational to listen to.

At the reception, I had the pleasure of speaking at length with Molly Raphael, who is running for ALA President.   I am very excited about her ideas and think she would make a great ALA President.  She really wants to work with current library students as they are the future of the profession.  I encourage you to visit her website at http://mollyraphael.org.  She just retired as the Library Director for Multnomah County here in Portland, so she really has the time to dedicate to the organization.  She really inspired me!  More on that later!

I have to go now because the workshop that I'm speaking at is in 41 minutes.  I'm starting to get butterflies even though I'm only speaking for 2 minutes out of 75 minutes (do you like that I conveniently left out what a minor speaking role I actually have in my initial email?? :)).  Chris Spitzel, the Booklegger Coordinator at the Pleasanton Public Library, and Cathy Schneider, the Books 2 U Program Coordinator from Multnomah County Library are the main 2 speakers.   I'm speaking (briefly!) about my experience as a Booklegger volunteer.

I'm leaving tonight to go back home.  If I have time to blog again tonight about the workshop I will, otherwise I will do it this weekend!

Thank you for your support!