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AASL’s National Conference in Charlotte is Nov. 5-8 in Charlotte, N.C., and YALSA will be there! You can visit the ALA booth in the exhibits hall and see Nichole Gilbert, YALSA’s program office for events, and you can network with your colleagues at the official YALSA Happy Hour.

Join YALSA upstairs at Cosmo’s Cafe Uptown, 300 N. College St., Charlotte, on Friday, Nov. 6, from 5-7 p.m. YALSA’s reserved a space upstairs. Connect with your colleagues over a full food menu and half-price wine in a relaxed atmosphere.

Today Twitter has been abuzz with discussion of the Cushing School (MA) library going bookless. As I read the Twitter posts I find myself feeling a bit disconcerted by their lamenting nature. While yes, I understand that a school library moving to a no books model is a drastic thing to do. And, while I understand that a library needs to almost always provide a combination of print and digital resources, I wonder how can we respond on Twitter, blogs, editorials in newspapers, etc. to this topic thoughtfully without sounding like a group of whining traditionalists? (There, I said it.)

What I would love to read, and Twitter really isn’t the platform for this, but this blog is, is more of an analysis of the pros and cons of this story. Questions I have after reading the Boston Globe article include:

• What had been going on with the school library before this? Was there a history of administration undermining the library? Why this move now?
• How are librarians in the school involved in the change? A librarian quoted in the article talks about her sadness about the change, but did she get a chance to help make some of the decisions? Why? Why not?
• What about the students? The article makes it sound like they don’t read books at all, but what is the real story? Where are they getting their books, what are they reading in any format?

There are other questions I have but those are a few at the top of my head. What I would love to hear from blog readers are your questions and answers related to this story. What do you think might be a better approach for a school to take to support students and teachers through the library while integrating and acknowledging new technologies? What are the positives of going bookless? (Are there any?) How are you working proactively to guarantee that you have a say about what happens in your library? How might you respond in a way that will be heard and understood to this kind of action in your community? How can librarians respond to these situations in a positive and informative way?

It seems to me if we lament we don’t get anywhere. But, if we ask provocative questions and if we support new ideas and help to frame those ideas, then perhaps we have better opportunities to have an impact on what happens in our libraries and communities.

Go ahead, take a risk, and tell me and other readers what you think.

If you are going to be around on Monday afternoon, June 13, the ALA Committee on Literacy is sponsoring an off-site visit to the real and working school library at the Claremont Academy on Chicago’s Southside from 2:30 to 4:30 PM. This is a fabulous opportunity for YALSA members and other youth serving librarians to see what’s happening in Chicago.

Through a federal Improving Literacy through School Libraries grant, Claremont Academy and 11 other Chicago Public Schools are taking an A-B-Cs approach to addressing primary students’ literacy needs. During the visit, participants will:

• Learn more about the federal grant program from the U.S. Department of Education and Chicago Public School representatives.

• Learn more about Claremont and the community from school administrators, library media specialists, parents, and students.
• Observe Claremont’s library activities.
• Talk with school media specialists and literacy teachers about changes, challenges, and progress.
• Share your experiences with everyone!

Claremont Academy is located at 2300 West 64th Street, Chicago, IL 60636. Transportation is available from McCormick Place departing at 1:30 pm and returning at 5:30 pm. Space is limited and MUST be reserved in advance.  Please contact Dale Lipschultz, OLOS Literacy Officer dlipschultz At ala DOT org with questions or to reserve space.

Event Flyer for ABCs of Library Literacy

Ah yes--the end of the school year is such an interesting time in a school library.

1. Librarians run and run and print and print reports that present the grim statistics about the horrific number of books STILL checked out to students even though the end of school is just a few days away.
   
   
2. Librarians send out MORE reminders and requests for the return of missing books.
   
   
3. Librarians cheerfully call home phone numbers and leave messages requesting any kind of response or acknowledgment of the lost school library books.
   
   
4. Librarians cheerfully walk to the shelves with students to look for the book that the student is positive he/she already returned or never checked-out in the first place, "no doubt about it, honest, they remember.
   
   
5. Librarians cheerfully point out that the book is NOT on the shelf, therefore, it will be necessary for the student to look again.
   
   
6. Librarians cheerfully suggest places the child can look for their library book.
   
   
7. Librarians cheerfully invite book characters like, say, Viola Swamp, to go on the morning announcements to request the return of library books. Viola infers she will be roaming the hallways and looking into classrooms for library books
   
   
8. The librarian's child, who is watching those morning announcements in horror, from her classroom, SWEARS her mother is NOT at school that day when her classmates suggest Viola bears a resemblance to her!
   
   
9. Librarians cheerfully roll book carts down to 5th grade and request that everyone clean out their desks in the hope that lost library books will materialize.
   
   
10. Librarians cheerfully roll book carts back to the library having netted at least twenty missing books that suddenly appeared in desks, on classroom counters and mixed in with classroom libraries.
    
    
11. Librarians cheer and clap as the student, who was sure that he/she had already returned or had never checked out that book in the first place, "no doubt about it, honest, they remember." comes running in, beaming with joy announcing, "I found it, I found it!"
    
    
12. Librarians cheerfully listen to teachers who explain they never checked out those materials for their classroom "no doubt about it, honest, they remember."
    
    
13. Librarians gulp hard and hug children who present them with flowers, cookies, picture frames, and precious thank-you notes for a year that was full of reading and imagination.
    
    

Using Wordle in Schools

“The idea of creating Tag clouds is not new or unique but the Wordle application offers those in schools with a uniquely visual way to view and/or analyse some text. It is very simple to use and the results are created quickly. The style can be changed easily, if required, and easily saved….

We used this aspect in the library this week when we made a Wordle using a number of lists of banned books. The authors, the titles and types of books were entered into the text box. Overwhelmingly the word ‘novel’ stood out. A second Wordle on banned authors had William Shakespeare and George Orwell as the standouts. This could form part of a greater discussion about the reason for this and we intend to give the issues of banned books and censorship a wider focus at a later date, perhaps as part of Social Justice Week, run at our school each year.

We are also using Wordles as the basis for one of the competitions for Book Week. We created Wordles of synopses of various well known books (taking out any references too unique to the book) and printed out copies. One of the library staff members had fun playing with the colours and formats. We did one for ‘Bryan Strauchan: my story‘ and made it black and white. (Bryan Strauchan is a fictional character who plays for a football team that happens to have team colours of black and white.) Another book involving animals was done making the Wordle resemble tiger stripes. The Wordles look great laminated and I will also be putting up digital versions on the library website.” [Rhondda’s Reflections - Wandering around the Web]

Along with other essential personnel, school librarians start the school year early. The librarians started back to work, this week, in my neck of the woods.

The first day on contract is spent checking in with the other important folks who have turned up, the financial clerk, the school nurse, the attendance clerk and the principals. They all enjoy a sort of reunion, bringing each other up to date with family news, vacations enjoyed and health reports.

They fall into that fellowship that comes from experience, mutual goals and the camaraderie of soldiers in a foxhole. This solidarity and support is essential in order to get the job done each school year.

Back in the library, automation systems must be updated with the new school calendar, new faculty members must be added and of course the students' names must be imported. The library schedule must be devised and new district edicts must be incorporated into the routine.

Boxes of new books, which were delivered over the summer, must be checked against the packing slips. Glowing new covers must be caressed, new titles must be exclaimed over, marc records must be shined up. There are bulletin boards to cover, reading programs to prepare and lesson plans to write.

The teachers arrive early, long before their contracts start. Overhead projectors, cd players, globes and other life sustaining classroom equipment will be mustered in the library and moved into teachers' rooms. After the first or second day, the library staff is not working for itself anymore but for the teachers, so it should burn rubber those first few days.

Just as you start to get some things done, you realize that the building is still on summer hours so you will be booted out just as the work begins to flow. Frustration.

Before you know it, there will soon be new faces to meet, new reading interests to learn. There will be kindergarteners and first graders who cannot wait to learn to read. There will be fifth graders who do not care to touch a book.

They are waiting for you to make this the year they fell in love with books and reading.
The year ahead beckons and you can't wait.

I’ve been telling everyone who will listen about Paul Waelchli’s work mapping the ACRL Information Literacy Standards to skills used to play popular videogames. I’ve been waiting for someone to do the same thing for school libraries, and now we have our first step towards that goal because Brian Mayer has mapped New York State’s education standards to some modern board games.

Gaming, School Libraries and the Curriculum

“Games engage students with authentic leisure experiences while reinforcing a variety of social, literary and curricular skills. When an educational concept is introduced and reinforced during a game, it is internalized as part of an enjoyable experience and further utilized as one aspect of a strategy to attain success.

Games also carry other benefits. They help students connect and build social skills, working as part of a team or negotiating the most advantageous situation for themselves. It also provides an opportunity for students to to explore a host of life skills not inherent in the curriculum , but important for success. Some of these include: micro-managing resources and options; actively re-evaluating, re-prioritizing and re-adjusting goals based on uncertain and shifting situations; determining acceptable losses in an effort to obtain an end goal; and employing analytical and critical skills to more authentic social experiences.

Here is a list of NYS standards currently supported by a well established school game library:

NYS Social Studies Standards:

• Standard 3: Geography Students will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live—local, national, and global—including the distribution of people, places, and environments over the Earth’s surface.
  • Ten Days In.. Series
  • Ticket to Ride Series
     
• Standard 4: Economics Students will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources, how major decision-making units function in the U.S. and other national economies, and how an economy solves the scarcity problem through market and non-market mechanisms.
  • Catan Series
  • Puerto Rico” [Library Gamer]

Several more are listed in the post, so please click through to see just how good a fit this can be.

If you still question whether there are literacies (especially information-related ones) involved in playing videogames, ask yourself if those same things happen around playing board games. If your answer is that yes, they do, what then is the difference between learning those skills through board games and learning them through videogames? Brian’s work helps illustrate the similarities but even more importantly, it shows how easily a school library could start out with the familiar world of board games as a way to implement gaming services and engage students more interactively in learning information literacy skills. Thanks, Brian!

Unfortunately, I'm a bit behind on my blog reading and just discovered this September 19th post from Kelly Fineman tonight which relates to an earlier post of mine on funding school libraries.

Congress is considering proposed legislation that will increase financing for school libraries and in many cases, improve or restore library programming in school districts across the country. The SKILLS Act (short for Strengthening Kids' Interest in Learning and Libraries -- clearly the acronym came first here) was sponsored by Senators Jack Reed (RI) and Thad Cochran (MI) and by Representatives Raul Grijalva (AZ) and Vernon Ehlers (MI). According to the tracking organizations, the bills (one in the House, one in the Senate) have been referred to committees.

In less than two weeks Congress will be voting on legislation that will:
1. Get much needed funding to school libraries.
2. Requires that every school in every school district of every state employs at least one state certified, highly qualified school library media specialist.
3. Provides monies for training and professional development for school library media specialists.

What does this mean?
1. It means more monies for schools to buy books and educational materials.
2. It means that young people will have access to more and better books because informed, knowledgeable librarians will be making book selections for their schools and will have more input and influence on trade and educational publishing for young people because they will have more purchasing power. (Many schools' libraries are run by parent volunteers and/or a teacher or other educational professional who may or may not have the skills and knowledge of a certified school librarian.)
3. It means that young people will have a knowledgeable librarian to teach them how to be informed consumers of information and critical thinkers.
4. It means that those wonderful people who are running school libraries who are not trained as professional librarians, will have access to professional develop monies to help them to get the professional training they need to help our kids.

WHAT DO YOU NEED TO DO?
1. Fax or email or call your congressional representatives in support of this legislation: the Strengthening Kids’ Interest in Learning and Libraries (SKILLs) Act. If you are uncertain who your Senators are, or who your representatives is, you can find out at this website.
2. Copy and paste this into an email and send it to everyone you know, especially: friends, family members, neighbors, colleagues, editors, publishers, authors, illustrators, teachers, librarians, parents---everyone and everyone you know. Add your own short personal note and ask them to please contact their congressional representatives today by fax or email to support the SKILLs legislation. Encourage them to write a very few short words in support of this legislation. If you use a formula message it will not be taken as seriously as a more personalized fax or email.

Remember- Your voice and your vote do count---Your legislators keep actual tallies of fax, phone and email messages from their constituents on various issues, and it can influence the outcome of their vote!

eSchoolNews reports on a new first-of-its-kind survey conducted by the American Association of School Librarians. Sara Kelly Johns, AASL president and library media specialist for New York's Lake Placid Middle/Senior High School is quoted as saying, "There is a growing body of research that documents the effect of a strong school library program on student achievement, and we need the data on staffing, size and age of collections, and budgets spent on resources to get a picture of a strong program that makes a difference for students."

It's amazing to me that anyone would be startled by this news. The more access kids have to quality reading materials and good information sources, the better they learn. No duh! as my kids would say. It is not just an issue of quality and quantity, it is about attitude - are children in school to learn a finite number of facts to graduate or are they in school to learn how to become lifelong learners?

Okay, you have to start somewhere and it turns out that there has been no entity operating as a storehouse of information about school libraries across the country so AASL is shouldering this responsibility and the survey is just the first of many. Hats off to AASL. Perhaps sharing some of these results will help people understand the value of school libraries.

It's interesting to hear stories from across the country about which positions are considered "optional" in a school when they have to cut budgets. Many times the school librarian or media specialist is the first head on the chopping block. Some forward thinking states such as my own state of NC mandate a media specialist in every public school so it's not considered optional in any way.

The survey finds that most school libraries are wired up with sufficient numbers of computers. Where things get interesting is the chasm of library staffing and expenditures per student between well-funded libraries and not so well funded.

During the critical learning-to-read years in elementary schools, it seems that the average elementary school library is open five fewer hours per week than a comparable middle- or high-school library. High school librarians spent twice as much time collaborating with teachers than do elementary librarians. Although there is not enough data to declare it conclusively, it seems that reading scores tend to be higher in schools with full time librarians who work collaboratively with teachers and students.

"The average school library spends about $11 per student, per year. But there is a wide gap between the average per-pupil expenditure of school libraries serving fewer than 300 students ($15) and those serving 2,000 students or more (less than $8). " eSchoolNews

And the school libraries in the top 25%? You know the ones...well staffed, well equipped, lots of new books, always crowded, happy faces? They're spending $30-$50 per student. If we are truly serious about increasing literacy in this country, we need to take our money out of our wallets and out of the federal and state coffers and invest in our country's future through support of our public and school libraries.

This will be held at Hilton College (near Pietermaritzburg), Kwazulu Natal, South Africa from 8th - 11th April 2008. The official website will be launched on 20th August at the following address: www.isasamediameander.co.za. All details and online registration will be available from the site.

Librarians of the 21st century face many challenges as they encounter an ever changing world. Technological changes are taking place daily and librarians are burdened with an information overload. Changes in the South African education system are placing greater demands on teachers and learners. Everything seems so rushed, and reading often takes a back seat. Yet, never has the ability to read for relaxation, or for information and comprehension, been so important.

The Conference theme "Media Meander: Crafting Readers and Learners", is designed to offer an opportunity to reflect on current practice; share ideas on developing an ethos of reading amongst young people, and keeping ourselves up to date on technological progress. Our speakers include three Australian teacher librarians who are leaders in their field, as well as national and local authors, illustrators, teachers and digital fundis, amongst others. The Conference includes an optional tour to the Midlands Meander where local crafts, beautiful scenery and tasty food and wine can be enjoyed.

It seems inevitable. Each spring the swallows return to Capistrano, baseball season begins, azaleas bloom, and book-banners stumble out of their caves and narrow their eyes in the direction of the school library.

I believe book challenges occur in greater numbers in the spring because parents have built up a store of unhappiness, resentment, and/or feelings of powerlessness earlier in the year and tend to lash out during the second semester. In junior high and high school the books get edgier just as parents are feeling less in control. If you are dealing with full-blown-book-banner-nutter-dom (as opposed to an interested parent who talks to the librarian about their concerns) you just have to ride the wave and hope your principal and district follow policy. Realize that it has very little to do with THE BOOK and everything to do with the parent's neediness.

In the interest of forestalling book challenges, as this new school year begins, ask yourself these questions:

1. Do your students look forward to their time in the library?

2. Do you interact with your students while they look for books? This means you have to leave the check-out desk. I know, this is hard if you do not have an aide or volunteers.

3. Do you get to know the kids' interests and reading strengths? They love it when someone takes a personal interest.

4. Do your students recognize you in the hall? Do they know your name? (added: Do you recognize them in the hall and do you know their names?)

5. Do parents hear about the "very cool" things you are doing in the library from their kids?

6. Do you take the opportunity to speak to the PTA or other parent groups at your campus about your program? They always need speakers. Volunteer! If they have paid for you to attend a workshop or conference, give them a report and send a thank you note.

7. Does the library have a presence on the school website? Do you contribute to the school newsletter regularly? These are PR opportunities made in Heaven.

8. Do you read the books so you can book talk at the drop of a hat with passion and enthusiasm to students, parents and teachers?

9. Do your teachers rely on you for recommendations and support in the classroom?

If you answer yes to these questions, you are an "A Plus" librarian and you probably enjoy the support and affection of your students, parents and teachers. You still may end up with a book challenge but lots of folks are going to think the complainer doesn't have enough to do with their time and lots of them will be in your corner.

Next:

1. Are you an "in-the-office" librarian, only focusing on the administrative aspects of the job behind a closed door?

2. Do you try to have as little personal contact with the kids as possible?

3. Does your reading aloud performance (this applies to secondary school too) communicate a desire to be anywhere else, maybe in the dentist chair having a root canal?

4. Have you ever put a teacher to sleep during a lesson?

5. Are your faculty members afraid of you? If the answer is yes, does that make you happy?

6. Are the kids afraid of you? If the answer is yes, does that make you happy?

7. Do you black out the "bad" words in the books on your shelves?

If you answer yes to these questions you might want to re-evaluate your mission. I could warn you about book challenges but you probably already a stack of "problem" books on your desk.

I salute the librarians who work so hard to teach important research skills, stoke young people's imaginations and instill a love of books and reading in their students.

Your joy and passion for your job is contagious.
Have a wonderful school year.



Clip art from School of Library Science, Sam Houston State University, Huntsville, TX

The June 2007 Issue of School Library Journal had a letter to the editor, Proud to Be a School Librarian.

Katherine Koenig has an eloquent article on what school librarians do; but in the middle there was a part that made me cringe. Here it is: So when I get phone calls from public librarians offering to do booktalks for me or to teach my students how to use electronic databases, I have to wonder, when will the rest of the profession get a clue as to what school librarians do?

Uh oh. Booktalks and databases are definitely part of my standard pitch, a pitch that was taught to me by other public librarians. "This is what we can offer schools," I was told, and sure enough, schools do take me up on it and I visit and booktalk. As for databases, that offer usually is only accepted by those schools who don't have a school librarian.

Why are these two things public libraries offer? Here is what I've been told, which may or may not be accurate. Booktalks because public libraries have more recreational reading than school libraries, due to funding, so with booktalks we can tell kids about books not in the school library. Databases because our databases always seem under used, with parents and students surprised at what is available. After the tenth kid comes in and acts as if they have never heard of Ebsco & don't know how to use it, we assume that a school visit on searching in Ebsco would be welcome.

So I cringed not because of what Koenig said, but rather, she nailed what it is I offer. But I wonder: what does Koenig, and other school librarians, want when I call? After all, we both serve the same students so I do believe that there are things we can do together. The question is, what? Yes, I know school librarians are busy; but so are public librarians. So please, if we call and offer something you don't want or need, let us know what you do want or need!

Thanks to Biblio File for starting this conversation and reminding me about this letter.

mercedsunstar.com :: Library jobs get the ax. I can’t understand a school culture that doesn’t value the librarian. Essentially, this is the message sent by this decision. I would like to understand more about where the librarian fits in and why the librarian is considered expendable in education.