Jackie WernerINFO 525: School Library

Programs and ServicesSpring 2010

Philadelphia Electrical & Philadelphia Electrical & Technology Charter High SchoolTechnology Charter High School

located in Center City Philadelphia, PA◦city population: 1,517,550◦43% Black, 41% White, 5% Asian; 12% Hispanic◦median family income: $37,036◦18% of families below poverty line

School Demographics◦grades 9-12◦enrollment of 625◦60% Black, 32% White, 2% Asian; 6% Hispanic◦62% qualify for free/reduced lunch

Mission: make students employable in high-tech 21st century industries

PET continuedPET continued

founded in 2002; library founded 2005library located by itself on the top floor

one librarian: certified teacher with MLS

6,050 booksthree public

computersno set budget

KIPP Philadelphia Charter SchoolKIPP Philadelphia Charter School

located in North Philadelphia, PA◦city population: 1,517,550◦43% Black, 41% White, 5% Asian; 12% Hispanic◦median family income: $37,036◦18% of families below poverty line

School Demographics◦grades 5-8◦enrollment of 345◦86% Black, 13% Latino/Hispanic, 1% White◦84% qualify for free/reduced lunch

Mission: develop the character and knowledge of students to succeed in college and beyond

KIPP continuedKIPP continued

founded in 2003; library founded 2006library located next to main office

one full-time volunteer without MLS

three public computers

no set budget

Forked River Elementary SchoolForked River Elementary School

located in Forked River, NJ◦Suburb population: 4,914◦97% White, .7% Black, .3% Asian; 3% Hispanic◦median family income: $59,830◦6% of families below poverty line

School Demographics◦grades K-4◦enrollment of 559

Mission: foster student achievement to develop life-long learners

FRS continuedFRS continued

founded in 1952library located at

one end of school

one non-teacher librarian with MLS and one PT aide

14,000 bookssix student

computers$0-$5,000

budget

collection “decent”—librarian wants to shake up middle-class, white focus

many lower-level books (students come in reading at 2nd-grade level)

“decent” science & biography sections

unclear on what databases available

shares responsibility with classroom libraries

focus on reluctant readers: fiction, graphic novels, sports, magazines

keeps up on popular series

many lower-level bookswere 20 databases;

over half cut for budget faculty don’t use library

booksmuch of collection

doesn’t go out

PET HSPET HS KIPP MSKIPP MS

massive book collection covers all interestsneeds weeding—20-year-old career booksno databases; students can only visit handpicked

websitesstudents very enthusiastic about reading

Forked River ESForked River ES

academically struggling schools must cover wider range of reading levels—high-level collection suffers

physical resources much more varied than electronic/digital

teachers do not use collection for teaching resources younger students (between and within schools) more

enthusiastic about checking out books new collections developed from list of recommended

books—PET librarian had to add curriculum-related

in a central positionlarge, open room—

but no windowsfurniture donated—

many long tables used for work and lunch

couch next to table with magazines

four computers are never all in use

located on 11th floor (and students can’t use elevators!)

fairly narrow and cramped—students couldn’t hang out while others working

comfortable chairs scattered around

only two computers online—students forced to work quickly

PET HSPET HS KIPPKIPP MSMS

very large and spaciousfilled with stuffed animals and students’ projectsMagic Whiteboard with long tables used as teaching

areaspace for two students to use one computer at a time

Forked River ESForked River ES

suburban library at least double the size of the city libraries; much more open and welcoming

all three libraries have interesting and appropriate decorations

cramped library space restricts library use; students do what they came for and leave so others can get a chance

no. of computers needed depends on how librarians & teachers encourage use (KIPP used for leisure, often free; PET used for research, always a wait)

librarian untrained volunteer—doesn’t teach

encourages special education students working in library

many students (especially special ed.) use library as leisure/break room

teachers bring classes to library, but librarian doesn’t participate

wants to bring classes in more often

teachers send groups of students to work on research projects

librarian helps students with teachers’ citation handouts and to find sources

students use only Google for research if not being directly helped

no teachers interested in collaboration

PET HSPET HS KIPP MSKIPP MS

school considers librarian teacher first, librarian second develops and delivers lesson plans designed for state & 21st-

Century Learners guidelines planned and taught collaborative unit with art teacher many teachers don’t think of librarian as teacher & aren’t

interested in collaboration tries to integrate all subjects into lessons, not just language

arts

Forked River ESForked River ES

teachers will not initiate collaboration!SLiMSs without teaching certification can still

follow AASL guidelines and teach librarians are often not seen as “real” teachers,

whether or not they do teach librarians who want to teach must do the work

themselves, from developing lessons to integrating standards to collaboration

only budget through grants, donations (books and money), & programs such as Reading is Fundamental

even furniture donated librarian doesn’t push

for resources because she doesn’t have the background

only staff a retired full-time volunteer

budget as needed—requests usually approved

donations often of books teens won’t read

many useful databases cut due to budget

single librarian extremely busy helping students research, keeping computer schedule, disciplining students, etc.

PET HSPET HS KIPP MSKIPP MS

expecting $3,000-$4,000 budget this year large budget for technology such as microphone & Magic

Whiteboard full-time aide used to be the norm, but replaced with part-

time after retirement have to end lessons early if students checking out books

and aide isn’t there

Forked River ESForked River ES

some libraries can’t plan purchases at all resources and support vary wildly depending on the

location of the school schools cutting back on library staff (even not hiring

a librarian at all) lower budget makes it harder to do your job (can’t do

in-depth research on in-demand computers, can’t plan to purchase materials for teaching and collaborations)

The biggest difference is the role of the librarian.◦ At PET, the librarian is a librarian. At KIPP, the librarian is

closest to a counselor. At Forked River, the librarian is a teacher.

◦ And it’s not as simple as state differences—New Jersey does not require teaching certification for SLiMSs, yet the Forked River librarian did the most teaching by far.

◦ The role of the librarian depends on two things: school support and the librarian herself. The PET librarian tries to initiate collaboration, but is kept

busy helping many students all working in a small space. The KIPP librarian has no training and used to be a nurse,

so she helps learning disabled students and lets all students use the library as a calm space.

The Forked River librarian is determined to integrate herself into the school and initiate collaboration, so she teaches.

Another obvious difference is budget.◦ The two city schools, coping with many disadvantaged

students reading well under their grade level, have libraries with no set budget, no support staff (or no trained staff, in KIPP’s case), smallish rooms in converted office buildings, and not nearly enough resources.

◦ The suburban school, attended mostly by children from middle-class families, has a library with thousands of books, a huge space, a library aide, and cutting-edge technology. (And even they have had cutbacks.)

◦ The reasons for this difference are obvious…and unfortunately, there’s not much to do about it besides fundraise, write grant proposals, and know what you’re getting into.

Get involved. The Forked River librarian volunteers for extra responsibilities so she can show she’s serious about teaching (and get to know the students).

Fight for what you need. The PET librarian was told two computers were enough, but she eventually got the third she needed.

Take the initiative. The Forked River librarian passed out collaboration interest forms when she arrived—and when she got no response, she kept on trying until she succeeded.