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Today I am with colleagues in Jackson Mississippi. It's a whirlwind tour of unprogramming, stealth (or passive) programming and even a few pieces on partnerships. I promised everyone clickable links to programs that had blog posts/websites, so here we go!
Unprogramming - 7 part series with Amy Koester starts hereSample ProgramsStealth (passive) ProgramsDIY programs
PartnershipsResources
Big thanks to my hosts in Mississippi and all my colleagues there (*waves*). Huge shout-outs also go out to my marvelous YS team at La Crosse Public Library, my admin team buddies, my friends and colleagues in WI libraries, my got-yer-back blogging and twitter friends and colleagues and my unprogramming co-conspirator Amy Koester. Without all the inspiration, support and brainstorming, I wouldn't be the librarian I am and doing the things I do today. You guys rock my world!
We have blogged about our field trip adventures before - Library Stars for 2nd graders (now in it's third year), and our two new additions: Library Sneakers for 2nd graders and 7th grade tours. These intensive field trips aim to introduce the kids to the library and its resources in a fun (but focused way) that is choreographed so expertly it looks like we are making it all up as we go. Let me talk about this from the perspective as a manager of our department.
The field trips take a ton of hidden-to-all-but-us work and preparation. We get class lists from the school, look up each and every student for fines and whether they have a card, drop off and pick up new card registrations, set a 2-month storytime hiatus to accommodate the twenty + tours, forgive all but cost-of-book fines for all children – and offer “Fresh Start” cards and forgiveness to parents of kids with COBs – create special bookmarks, write the scripts, recruit from among staff outside the department to have the 3 field trip leaders and desk coverage (and few, if any, twelve hour days or split shifts).
On the day of the field trip, each librarian guide knows her part and is committed to hitting their mark. Classes are split in three and rotated among the librarians (one does book talks, one does a YS intro tour, one does a “secret background”). If we stray off the clock, one group has to wait. Uh-uh. Not gonna happen. There is also improvisation (the group is late but has to leave at the same time; the kids can't focus so we decrease the time free-exploring the books and collections) that flows smoothly because the staff is ready.
The results are worth every bit of background prep - seeing new faces at the library, knowing kids understand just a bit more about how we work and the way accompanying parents and teachers get excited and look forward to these trips. We get an excellent rate of returns (kids who come back get book bags or a special star), the preschool parents who have to forego storytime are grudgingly understanding and staff throughout the library are super supportive.
Our first year was grant funded; our second funded by the schools and the third year our school coordinator and I had talked about the library splitting the costs. The financial pressures on the district are as keen as those we feel at the public library. It's a small thing to prioritize this support . Shall we spend, for each grade level, $500 of our programming money on busing that reaches 1200 kids or hire 3-4 performers for the same cost, far fewer in attendance and no message about libraries or what we do? Hmmm. Snap! We know the answer to THAT!
And then you get this message below (in answer to our query on what we owe for half of this year's busing) from the school coordinator and every piece of this is even more powerful:
I'm so glad everything went well and that our families are finding value in our community libraries. I know you sincerely want to help with the cost, but it is not necessary. We budgeted for the buses and all went well. The time your staff spends with our students and staff at our elementary and middle schools more than covers the 'in kind' cost of traveling to get to the libraries! Your work with Central HS is also very appreciated and we're working on the ways to get you connected at Logan High as well for next year! This is how partnerships work, in our humble opinion.
We'll budget for the trips again next year -- it is so worth it for our kids!
(and in a PS to our director, she wrote:Iknow that you are fully aware of the value of your staff, but I just want to tell you once again what a great group of professionals you have -- their commitment to our community is over and above most. If at anytime you want to highlight this partnership at one of your library board meetings -- happy to stop by and have our teachers/kids tell their stories!)
As a manager, I am intensely proud of my whole crew. I open doors and support their work, play devil's advocate to hone the process, help connect the right team member to the work or piece of the work that best fits their skills and talents. All the rest, ALL THE REST, is done by the team. To step back and see them all step up is what I am there for. And, as a manager, to read that support for their efforts from our school peers is all I need at the end of the day. Thank you Linda, Celine, Sara, Brooke and Emily (and my management colleague Jen) for what you do.
Today I join colleagues at the Arkansas State Library Children's Services Workshop in Little Rock. I'm sharing presentations on
Unprogramming,
Stealth Programming and
Dynamic Partnerships (
including Schools!) and many of the programs I refer to can be found on these Pinterest boards. My Arkansas friends are also sharing ideas on science, makerspaces, and 1000 Books Before Kindergarten
and sharing weather that is far more spring-like than anything I expect to see for some weeks home in Wisconsin. What could be better? If you don't do Pinterest, below are links to some of the resources that are described in today's workshop.
And while I'm on presentations and workshops, I want to encourage everyone to read this
vital post at Storytime Underground by Amy Koester about your own power to share your good work with each other. I am a working librarian like you who does just that. So keep on standing up, sharing ideas and feeling your power!
UnprogrammingSpace TripLibrary Camp-out FunNinjago!Dr. Who PartyDiary of a Wimpy KidSlideshare
Stealth/Passive Programs1000 Books Before KindergartenFree-quent Reader ClubCookie ClubGnome Hunter's ClubReading is Key ClubStory Action PodsSlideshareDynamic PartnershipsGlobal Friendship Fair and
Science FestivalMarsh Meander and
Library CampExperts:
Check out an Amphibian,
Fencing,
YogaArts and
ArtistsSchool CollaborationSlideshare
So, we did it, you guys! We got past summer and summer library programs!!! The
Slog Days have been conquered, we may even have had some weeks of no programs and *gasp* vacations. School is back in session and we are turning our minds to our fall initiatives and fun.
When we are in the midst of summer library program with huge crowds, double staffing, many programs and busyness amplified day after day, it's hard to remember that we can react or plan for anything that isn't happening RIGHT THIS VERY MINUTE. It feels like dark and endless days sometimes. Creativity - gone. Energy - depleted. Blog posts - ha!
When we hit the first week of September it is truly like a new leaf turning over or the sun coming up over the horizon in the morning. We breathe a sigh of relief and look at the adventure of a different rhythm coming to the fore. One that allows us to enhance the services and initiatives we offer our families and kids.
I knew we were there in the last two weeks when I looked around the department and saw all the amazing stuff the team has been putting together that has come to fruition. Like what?
Just launched:
Ipads in the Early Literacy areaLast fall's fundraising letter (our director sends out project-centered appeals in spring and fall that typically generate $2500-$500) was for ipads to give kids and parents a chance to interact with curated content. Our new colleague Brooke took this project on and we debuted the ipads this week to general delight of kids, parents and staff.
Book discussion kitsWe have had grant-funded kits with ten books each kept in a closet (ask for it please) for about twelve years. Almost no action. So Sara took this project on and developed fifteen new kits of interesting contemporary fiction, graphic novels and non-fiction - 5 books in each with suggested websites and questions. Best of all, we found a place to house them in the room. They too debuted this week. Our plan is to add to this collection rather than let it stagnate.
Welcome Candy Bars to teachersWe deliver rotating book collections to many of our Headstarts and daycares during the school year. Included in these bags are often posters for the parents or information on events for the providers. And this year as a little surprise, my colleague Sherri is including a welcome-back candy bar with a wrap-around she created to thank the teachers for their participation. It's a sweet treat for little investment.
High School lunch hourWe have been taking some baby steps to do more outreach in our high schools. But this year, with a new high school librarian of two years (who also just became a library board member!), the ice was broken. My teen librarian colleague Linda will staff lunch hours on two different days, chat up the library and library card sign-ups and hand out go cups to new registrants, kids who have their library cards or (smart people that they are) those who can recite their card number.
Dinosaur vs. Libraries Field Trip AdventureEach school year, we like to create a theme around which we build our field trips for preschool-early elementary children. In previous years, the character has been Pete the Cat, Spot and Emma Dodd's dog. This year, Dinosaur is the star. Colleagues Sara and Brooke developed a script around this raucous roarer and the debut last week with our first group of the year told us we have a hit on our hands.
Early Literacy PoetryWe have long wanted to include rhyme and poems in this corner. Colleague Sherri had the poetry bug hit and created a series of poetry posters that will now be rotated in and out near the "parent" chair. We will be listening for some reciting to tots!
Fire Up with ReadingYes, I made a contribution despite being hip-deep in administrative work! Our fall firefighter-themed stealth program rewards kids for book check-out by offering them a chance to enter a raffle for some ALA posters, books or a chance to spend two hours at the fire station with the firefighters. That has the kids interested! We have long wanted to partner with our fire department and picking up the phone this summer was a simple solution. Our colleagues are just as fired up as we are!
Alot of the work and preparation on these efforts (with amazing support and wizardry from colleague Celine) happened during summer or in the months leading up to SLP. To see it all roll out in just a short two weeks really speaks to me of staff resilience, determination, effort and teamwork. And it tells me, that the sun does keep rising on our work and efforts.
Sunrise photo courtesy of Pixabay
With the adoption of Common Core State Standards in the vast majority of states, youth librarians are looking at and thinking hard about the impact for public libraries of this sweeping educational change. The trepidation some feel is palpable. Do we need to change our approach, our collections, or the manner in which we work with our schools and families?
While I don't have all the answers, I am fairly sanguine about this educational change. I have been working through various reading paradigms (Reading Recovery! Fountas and Pinnell! Lexile Levels!) throughout my career. I have adapted to whatever my local districts have adopted - I figure it's my job to connect kids and books and that's what I do with a joy and with a vengeance.
Not for me the intricate educationalese. I am the big picture person at the public library that listens to the query and the quest and provides just the right resources for the seeker. CCSS is no different in my opinion.
I took part in an unconference focus group on CCSS at the SLJ Think Tank on April 5 in New York. I was reassured in my thoughts during that hour. This group discussed what CCSS means to public libraries and came up with a helpful array of visions, solutions and ideas to help us navigate through the sea change.
My take-aways?
- As public librarians, while we need to be aware of the standards, we do not necessarily have to KNOW the standards to be effective in our reader's advisory and recommendations.
- As a corollary, public libraries don't need to be schools or function on that level to support CCSS. We are and remain an access point for materials.
- We are children's literature experts and, as such, can connect kids and school staff with great fiction and non-fiction books on multiple subjects and levels.
- Don't get lost in lists of exemplars and booklists that are part of CCSS support materials. Often these titles are outdated and there as examples rather than a guide for purchase.
- If you have been developing an excellent information collection that has strong narrative or literary non-fiction (think of many excellent and award winning nonfiction by authors like Freedman, Adler, Sheinkin, Kerley, Sayre and more), you are ready.
- If your non-fiction collection is weak, make the case in light of CCSS for increased budget money to strengthen it.
- Communication with local schools to be aware of changes in assignments for grade levels (for instance, biography taught in 2nd grade rather than 5th grade; space science addressed in 3th grade rather than 4th grade) helps with collection building to meet the needs of community kids. If you can't get the information from busy librarian/classroom staff, reach out to the Director of Curriculum to update you.
- Support of school media colleagues and school staff can be as simple as keeping dialog open and asking your colleagues how you can support them.
- Seek out collaborative learning opportunities with your school colleagues or ask to attend some of their meetings to bring you up to speed.
- Consider STEAM and STEM programs that connect kids to amazing non-fiction that opens up the wonder of these books. It connects you to Common Core in a fun way. Abby Johnson wrote an American Libraries column on this and Amy Koester at the Show-Me Librarian has been blogging about outstanding science programs for some time.
- Look at Mary Ann Cappiello's Teaching with Text Sets for another perspective on how CCSS is approached.
I find myself excited about the change and the focus on literary non-fiction, a type of book I hold deep and abiding respect for. I don't fear the reaper. How about you?
Ok let's get totally awesome here!
Today, I’m participating in the blog series, “Show Me the Awesome!” that was started by
Kelly,
Liz, and
Sophie. It's a chance to step up and talk about something special that you've done or want to promote, for instance. For more AWESOME, please check over at their sites for the official link-up. Also, don’t forget the tag #30awesome on Twitter, Tumblr, Vine and/or Instagram if you’re liking what you’re reading and want to talk about it!
One of the things I'm proudest of in my career is my success building partnerships and working with public schools in my communities. I didn't think too much about it until I started to tune into the fact that colleagues seemed to have far fewer happy collaboration stories than I did.
Not only far fewer happy stories but also far more horror stories. Did I just always luck out and get jobs in great communities with uber-responsive schools? Hmmm. I don't think so.
My secret has been confidence, dogged persistence and patience. Each time I move into a community, I make appointments to meet individually with all the principals for a chat. I also meet with school media colleagues. If I have a question about the reading curriculum, I meet with the reading teachers. If I am wondering about a policy or subject being taught with third graders I reach out to those teachers. I drive wherever in the school district I need to go to be there rather than asking the staff to come find me.
What is the subject of most of these meetings? I introduce myself. I ask, "What can I do for you?" and we chat about the library and their dreams, concerns, pressures and how we might work together. I don't bring ideas as much as let my colleagues know I am there to support them and make magic happen when they are ready.
Everybody is my potential partner and colleague - not just LMC colleagues - but everybody.
I work with and will put together or join in meetings with reading coordinators, LMC folks, curriculum folks, principals, grade level teachers to talk about mutual concerns and mull ideas. If I can't get my foot in the door, I enlist my director or a board member with strong school ties to help me open the door.
One director set up a meeting with the principals, curriculum director, LMC folks, superintendent that resulted in decades of positive collaborative work (mutual programs, schools presenting programs at the library, school vans delivering library materials to the schools, shared collections and more). The tenor was so positive that staffers took it for granted that we would be there for them and the partnerships were dynamic - kids won far more than we did in this situation.
I also chat with classroom teachers who come into the public library - listen to what they need and ask for suggestions for what we might do to help them in their work. I make sure that I have at least one school staff advocate for the public library in every school and we build from there. I make sure that I am there for them as much as they are there for me. Ideas have to be created equally and honored equally. Listening and creating together is key.
If the relationship works, I also meet with our school superintendent as a colleague - not as a lesser asking to speak with someone far above me - but as an equal. I make the case for our mutual work in literacy and how the public library is the school's best friend. And on we go from there.
Is it easy? No, it takes time, the ability to listen and understand needs far different than our public library needs. It takes commitment and the ability to keep knocking on doors until the first one opens. Once that starts, more doors open and then more. Partnership ideas sprout up and success builds on success.
Another key ingredient: I don't make demands or work on a proposal before I meet with school folks. First we just chat and look for mutual areas of benefit. From that point we start to explore ideas for action . It's a delicate dance to honor both of our needs and perspectives but once started, it just keeps rolling. I often hear people say "Well, I created this and brought it to the schools, and nobody liked it or wanted it." Creating on your own in a partnership isn't a collaboration- it's looking in the mirror. It may please you, but will it really answer a need that schools have?
When I moved to my present job almost five years ago, I had alot of trepidation. I left a hugely strong collaborative partnership of decades at my last job. There was a little collaboration happening at this new job with the schools. Could I start all over to strengthen the ties and encourage my team? The answer is a resounding yes. First with one principal who opened the door to others. Then with a couple of the LMC people who met and planned with us. Now with classroom teachers. Once more the partnerships and collaboration are growing and strengthening. My team is stepping up and out as partners and developing even stronger ties and initiatives.
I think my mantra on this is from the Galaxy Quest movie: "Never give up; never surrender". It's what has made the collaboration with schools an ever-present awesome in my work. To see more tips, stop by my
recent series on real-world, real-life suggestions for collaborative work. It can be done and we all can be awesome at it!
And now back to the present...
The posts in this series came to mind first after a
School Library Journal article last year reported that overall school/public library collaboration was very poor. I wrote
a post about tag-team librarianship to share thoughts when that came out. The recent article in SLJ referenced in Part 1 of this series focused on some fairly large libraries and systems with big staff infrastructures - a sure recipe for the vast majority of libraries that serve far smaller populations to feel, "Well, jeez, we can't do that - we so lack those resources/staff/time."
I.do.not.believe.that. No matter size, staff, budget or time, we all can be great partners.
Here and there, over the years, I've heard a few librarians say they "couldn't get in at the schools". Then a story is shared about how that librarian purchased "useful" teacher books - without consulting school colleagues - and these materials were never checked out. Or I hear that a colleague refuses to collaborate or look for ways to do outreach in the schools because if the public library starts, it will be an excuse to remove school librarians.Or a homework center isn't well-used but in further conversation, I find out that the library has not mentioned a word of it's existence except through in-house PR. The link in all these "fails" is that the public librarian has not talked and listened to, explored or partnered with their school colleagues. Building a service in a vacuum is never a good idea.
If we want to create those links, we truly have to forge a partnership of mutual respect and listening. School colleagues are under alot of pressure. We need to think in ways that address those pressures and make the case that partnerships will benefit kids and staff and make a positive difference. It's good to be low-maintenance in terms of what we propose or ask of school colleagues. It's worth it to be a good listener and investigator - what is needed; what would help them or what suggestions do they have for us. And I find that flexibility on our part always makes the partnership better.
A first small step can open doors.
Jen the Youth Services Librarian, who started a new job in August, was out in the schools promoting Teen Read Week programs in October. Colleagues I know invite their school partners to breakfast, for cocktails; initiate youth book discussion groups; invite them along to conferences and workshops or to visit the Cooperative Children's Book Center in Madison; give short, snappy presentations at in-services.They set up an occasional meeting with school media colleagues and see what ideas and conversations result.
With Common Core state standards coming into play, there are even more opportunities to chat, talk, plan and collaborate with school colleagues. Many public libraries have strong collections of narrative non-fiction that can be explored and celebrated.
The possibilities are exciting and endless.We can keep the fires burning and do amazing outreach with our school colleagues. Partnerships work - no matter what size library you work at.
Image: 'Tiki torch' http://www.flickr.com/photos/83261600@N00/8189871269 Found on flickrcc.net
This is the fourth post in a series I did in 2009 on school and public library cooperation. Any effort we make to partner with schools is a great effort and the simplest thing can reap rich rewards for all the kids in our community!4/29/09
"But Marge", you say, "we just are so overwhelmed. We want to do great partnerships but time, money, staff and energy are hard to come by. What can we do?" Lots! There are plenty of laid-back partnerships and efforts that even a part-time, one person library staffer can do.
Email Newsletters to SchoolPeriodically mail out a brief, colorful newsletter to school staff (through each school's office - with permission of the principal of course) with children's lit or book news; services you offer; invites to take field trips to the library; suggestions of great new book read-alouds and maybe an announcement or two of perfect programs for school-agers. This kind of communication breaks down barriers and let's your colleagues know about the library and your services and collections.
Invite Classes to VisitField trips are fun and you can make them more inviting by using a stuffed book character as tour host for younger kids (Clifford; Very Hungry Caterpillar; Maisy) or jazzing up field trips for older kids by exploring non-fiction and making origami or
cataloging and shelving the kids or playing Book Character Bingo in the fiction. Make the library fun and they will come!
Outreach Visits to the SchoolsThese are absolute bread-and-butter! Outreach gets you out of the library and into the schools where kids are. Offer to come to Literacy Nights and Parent Nights, do storytelling at schools, present book talks - and leave the books in the classroom for a month for kids to devour - and never forget - summer reading promotional visits are some of the best times to reach out to kids and entice them into good reading fun in the summer.
Art DisplaysOffer to transform the library into an art gallery for student art and host a reception for the young artists and their families. Art teachers are often looking for end-of-the-year venues to display their students' creativity and the library makes a great gallery!
Book ListsWe often develop these to help staff and patrons find goodies in the collection. But consider developing graded booklists before summer and distributing to the schools. By recommending books that are age appropriate and in the collection, you make kids successful searchers during the summer for reads. Many teachers support these efforts and would love a list like this.
No matter where you are in partnerships with your schools, these ideas can really sparkle and help you create closer relationships with your school colleagues. A big tip of the hat to all my peeps on
PUBYAC for sharing ideas and making me think about the vitality of school and library partnerships!
Part 1Part 2Part 3Part 5
This is the third in a series of blog posts I wrote in 2009 sharing ideas that worked for us when I worked in a library in a smallish (15k) community. I believe no matter what size the library, staff or budget, amazing collaborations can make a win-win situation happen for kids. Into the wayback machine, my friends!4/21/09
Now you are cooking - teachers use your services, you have some great partner mojo working....what else can you do to make your school partnerships smoke?
School-Created ProgramsTalk to school staffers who have cool hobbies, skills, passions and see if they would like to be part of a program or present a program for kids - or be open to them suggesting programs. It is amazing what colleagues who are knowledgable in how to talk to and reach kids can do. I have had teachers present Japanese and German culture programs for kids, a National Adoption Day program, as well as spearheading a monthly bi-lingual Spanish program series.
Shared Book CollectionsIf you and your school library media colleagues identify a mutual area of both of your collections that need beefing up, consider sharing a collection. We wrote a small grant for easy readers (90 at each school) housed at the schools Sept-May and then at the public library during the summer rush. It was a wonderful project and when we no longer needed to share the collection, simply divided it up between the public library and schools. It took a little oversight but really worked well to make more materials available to kids.
Kids as Book BuyersWhat's better than getting a kids-eye-view of what books your collection should have. Book buying with kids for the library is a treat. We worked with our schools to identify at-risk third grade readers to join a public library club and visit a bookstore to select a non-fiction book for the public library. The kids picked carefully, we let them keep the books in their classroom for the first month and then had a party at the public library where the books were housed in a special display. It made a huge difference to the kids and us!
Early Literacy ProjectsGaining school support for library efforts to prepare kids for success in school is golden. If we can make the sale and help staffers see how we are helping them by working with preschoolers to increase literacy, school staffers can become our strongest advocates. It's worth the effort to bring them on board in initial efforts - or ask for a place at the table as they are planning literacy activities so you can let them know how many preschoolers and their families that you see!!
We'll tamp our fire down to embers for our final post and look at some simple ways to be a great partner even if you have no time, money or staff.
Part 1Part 2Part 4
Part 5
There has been an interesting discussion among a few tweeps about the efficacy of school visits to promote SLP.
One of our colleagues just can't find enough hours in the day to do them. She's at a small library with a small staff and responsibility for all services from birth through teen, plus hiring and training responsibilities and other administrative work as assistant director. Her experience and statistics show that the SLP participation has stayed about the same whether she does visits or not.
I am pretty much on the fence about it. If going to the schools in May is the only time that the library staff gets into the schools, I don't think it is particularly helpful. When I first started working, we would visit 2800 kids and get 400-500 in our program. A dismal return on our efforts. We plunged from one school to another, all squeezed into a few weeks in May. Face-to-face time with the kids was great but was that twenty minutes effective?
As the years have rolled on, we have tried to add a couple of substantive stops into each school, each year, beyond SLP promotions. My goal is for staff to see the majority of kids at least two other times - or more if we can. Strategies we've used include offering a free storytelling event; doing booktalks; running mock Caldecotts; doing Dr. Seuss programs; attending before school and after school and evening literacy nights, book fairs and other events bringing children and parents out; Kindergarten registrations; parent teacher conferences...like that. The more we offer, the more times we are taken up on our offers. Even though I've only been at my present job a little over three years, we are already seeing more buy-in from the schools for this.
It helps to build the kids' familiarity with library staff and stretches out the good connections over a longer period. Though I'm not quite ready to give up our SLP visits, I think it is indeed a possibility. Using our time better (and that includes my various rants
here and
here about creating more breaks in in-house programming to accomodate more outreach) means more opportunities. It sure has got me thinking. What about you?
Image - you got me. Found it on a Facebook meme. Somebody..is it yours? May I please use it?
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Wow, that sounds like an awesome field trip idea! Are you willing to share that script?
I am betting my colleagues Sara Bryce at Bryce Don't Play brycedontplay.blogspot.com or Brooke at Reading with Red readingwithred.blogspot.com will be blogging about it soon and sharing scripts!
Looks like you have a bunch of great things in the works for fall! I love that you are giving back-to-school candy bars to the teachers and that Dinosaur vs. The Library field trip sounds like a hoot!!
Lots of fun stuff at your library! My library is going to circulate iPads soon and I wondered what apps you loaded on them? Thanks!