The Re-education

of Administration:

Verlene Schafer - Southern Utah University ULA Conference 2013 - Aim for the Future: On Target with Vision and Advocacy

what administrators need to know about the role of libraries, librarians and information literacy. I Y

libraries!

Many school administrators often underappreciate the role of the School Librarian and the Library Media Center.

Some school administrators don’t know about the information literacy curriculum or assume it is being taught elsewhere.

2:00pm

This is usually unintentional. 12:00pm

So why does it happen? Why aren’t principals better library advocates?

• Lots of classroom experience

• Understanding of subject/grade level specific curriculum

• Management experience

• Understands fiscal responsibilities

PROS CO

NS

• Previous experiences with less dedicated librarians.

• Lots of classroom experience, but little interaction with the library.

• Not familiar with the library curriculum.

Most school administrators have backgrounds in education and teaching.

We need to teach them what it means to be a

Librarian.

If the administrator at your school has little or no experience with the library and its curriculum then it is our responsibility to re-educate them about what librarians do and what the library can

do for the school…

…but where do you begin?

Today we will use the Library Media Endorsement Program from SUU as our framework. Each area offers an opportunity for library media specialists to educate administrators about the role of libraries in the school and the responsibilities we manage on a daily basis.

Children’s Literature

Technical Services

Library Computer & Reference Skills

Managing a Media Center

Practical Experience

Technology for Library Media Teachers

The goal being that what they understand and are a part of they can appreciate and value.

Children’s Literature

Children’s literature is more than just story time!

• There are specific skills and standards that need to be met for a student to be considered information literate at each grade level of education.

• Library Media K-6 Core Curriculum • Library Media 7-12 Core Curriculum

• The standards help develop critical thinking skills for students to apply in other courses outside of the library and critical life skills for continued learning.

• Introduction to Information Literacy from ALA

Aren’t those skills taught elsewhere?

Many information literacy skills are inherent in the other core courses

• Often they are taught as course-specific skills.

• Students often don’t know how to apply them to problems outside of the course structure.

• This does not mean they are developing the critical thinking and evaluative skills they need to be information literate.

• Students use information-seeking strategies in most courses

Most classes teach the what… Librarians teach the how and why.

YES!

…And NO!

Information Literacy is more than checking out books.

Most college freshmen:

• Have difficulty developing good research questions. (Task Definition)

• Aren’t aware of databases or know how to use them. (Information Seeking Strategies)

• Cannot find books in the library catalog or on the shelf. (Location and Access)

• Have difficulty understanding scholarly writing in journals. (Use of Information)

• Present information without proper citation. (Synthesis)

• Cannot effectively evaluate sources of information for accuracy, currency, authority, etc.

(Evaluation)

Children’s Literature

• Children learn by hearing the stories and asking questions. • They learn to understand context better when an adult reads to them. • Plus, it’s just FUN, and getting students to enjoy reading can be

taught by example. • Ask YOUR principal to share a book s/he loves during reading time.

• Administrators are more likely to support a program if they are a part of it.

• And story time is NOT just for Elementary students either!

So, NO story time?

Your principal may ask: Why Read Aloud to Children?

Collection Development

A good library collection is more than just popular reading materials and it is more than an extension of the curriculum. A balance needs to be found where students have access to educational and entertaining materials that will help them learn and develop as individuals as well as develop the information literacy skills needed for lifelong learning. With those skills they can find what they need to understand the curriculum.

Finding a

balance… …takes hard work.

• Student-friendly

• Entertaining

• Print

• Books

• Diversity

• Buy what the students need (and want)

• Support the curriculum

• Educational

• Electronic

• Databases

• Controversial

• Keep within the constraints of the budget

What administrators need to know…

• Random list from a book vendor = Weeding unused items

• Careful selection now = Money saved later

• Need to evaluate the needs of the school

• Awareness of demographic being served

• Does the collection support the school mission/vision?

• This is a good place to ask for the administrator’s input!

Collection development takes time.

Collaboration with other teachers helps to personalize the collection • Ensures that the collection supports the curriculum in a specific

assignment content-driven way • Not just a collection of materials that is generally related to

grade-level content.

Collection development takes cooperation.

Collection development takes expertise.

The librarian needs a strong knowledge of:

• School-wide curriculum

• Understanding of copyright

• Management and use of databases and other

electronic resources

• Current trends in literature and technology

• Equipment for access of materials

• Etc.

Cataloging

For most of us the marc record is generated by the vendor or by a district cataloger, but record maintenance is still part of our job as we strive to make materials accessible to our students and faculty. Familiarity with the cataloging system is vital for:

• Editing keywords for increased searchability • Inventory of materials • Weeding • Creating resource lists for faculty • Educating students on searching techniques • What else?

Technology For Libraries

The librarians role in technology is different than the role of the IT Department. For our purposes we are referring to the programs not the systems.

The opportunities that librarians have to use technology are numerous. For today we will look at a few applications that administrators might find of benefit to the students and faculty.

• Professional development • Web presence • Support Curriculum instruction and

independent research

Professional development Technology For Libraries Many librarians hold regular professional development

sessions with their faculty (as a whole or in small grade or content specific groups).

What administrators need to know we can do for the school: • In-depth understanding of the contents of databases as well as how to navigate them –

• EBSCOhost Shared Folders and other tips. • Keyword v. Subject searching in databases

• When they understand these skills they can reinforce these information literacy skills in their lessons.

• How to use media software/equipment – • Could be anything from streaming video to e-readers to the DVD player.

These lessons can all be used for students too, or parents!

What a library website/blog/wiki can do for the school: Keep students and faculty aware of available resources. • New books list • Book lists/ database resources connected to specific educational units. • Read-alikes

Provide a link to tutorials that students can access at home. • Database instructions • OPAC instructions • Research skills

Promote the services of the school library media center. • Equipment • Resources • Teacher-Librarian collaboration

Technology For Libraries

Creating a Web Presence A Librarian may make a website or it may be developed by IT but the content needs to be librarian-created.

Managing a Media Center

Besides managing curriculum, technology, professional development, and resources, librarian also often manage staff or student workers and community volunteers.

When these aides are available they handle the general jobs like shelving and check-in/check-out so a librarian can focus on the professional responsibilities of teacher librarian like those listed above.

This should not be an opportunity to task the librarian with non-library jobs.

Managing a Media Center

In order for the library to function at its best it needs to have the support of

everyone – students, parents, faculty and administration.

In return the library can support students in their information literacy, parents helping students to continue their learning outside of the classroom, teachers with their curriculum and administrators by promoting a well-run, high performing school.

Practicum

If we really want administrators to understand what librarians do we need to give them some experience. Imagine inviting your administrator to work in your library an hour a week. What would you have them do to help them understand the role of the teacher librarian?

Make a plan

What do you think would work for your school?

What ideas do you have?

Where can you start?

Helpful information for further study: Websites: http://www.ala.org/aasl/advocacy/resources/position-statements/staffing http://www.schools.utah.gov/CURR/library/Core-Curriculum/K-6-Core-Curriculum/Strand1.aspx http://www.uen.org/core/core.do?courseNum=6512 http://www.ala.org/acrl/issues/infolit/overview/intro

Articles: Felder, Richard M., and Rebecca Brent. "Learning by Doing." Chemical Engineering Education 37.4 (2003): 282-83. North Carolina

State University. Web. 26 Apr. 2013. Johnson, D. (2002). The Seven most critical challenges facing our profession. Teacher Librarian, 29(5), 21.

Morris, B. J., & Packard, A. (2007). The Principal's support of classroom teacher-media specialist collaboration. School Libraries Worldwide, 13(1), 36-55.

Shannon, D. M. (2012). Perceptions of school library programs and school librarians. Teacher Librarian, 39(3), 17-22. Schmidt, C. (2007). Whine or woo--which describes you? (and be honest with yourself). Teacher Librarian, 35(1), 73-74. Torres, N. (2001). When librarians become computer technicians. Library Talk, 14(5), 32.

Infographics A great way to convey important information.

Here are some you can use when talking to your school administrator:

Demonstrates attitudes of college students about libraries – or why we need better information literacy instruction in our schools!

• http://ajhead1.wordpress.com/about/ What should an administrator expect a school library media specialist to be?

• http://www.flickr.com/photos/60403872@N04/6810844256/sizes/o/in/photostream/ What do Teacher Librarians Teach?

• http://alturl.com/coth4 27 Things Your Teacher Librarian Does

• http://anethicalisland.files.wordpress.com/2013/04/teacherlibrarian.png School Libraries and Student Achievement

• http://www.lrs.org/documents/school/school_library_impact.jpg School Libraries: A lesson in student success

• http://alturl.com/b2eup The Times, They are a Changin’

• http://yourteacherlibrarian.wikispaces.com/Are+You+Ready%3F From AASL

• http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_infographic.pdf

Make one for your own school using Piktochart!

Contact me with any comments or questions:

Verlene Schafer Southern Utah University

verleneschafer@suu.edu

435-592-2851

Thanks for attending and participating today!