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Back in September, Cushing Academy in Massachusetts made the news by announcing that they were removing all of the books from the library in order to make room for digital information sources. This move prompted librarians and education bloggers around the country to write and wonder about the place that print resources have in a 21st century library. A great response came from Brian Kenney, editor of School Library Journal, in his editorial from the October issue.

In this month’s issue of Teacher Librarian though, David Loertscher puts it all in perspective with this list:

Ten Things Worse Than a Library Without Books:

1. A library without a credentialed teacher-librarian.

2. A library without information in the format users prefer.

3. A library that restricts access to information in any format.

4. A library that most teachers ignore.

5. A library that most students Google around.

6. A teacher-librarian who is afraid of, or ignores the impact of technology.

7. A library that only deals in print materials.

8. A library of antiquated computers and computer networks.

9. A library where tech directors have a big sign behind their desks reading: Just say NO!

10. An empty library.

He makes a great point – what’s the point of having a library (with or without books) at all, if students and teachers aren’t using it?

In a time when information is plentiful and easy to get, users have to believe that coming to the library adds value to their information experience or they will get what they need elsewhere. What are you doing to add value to your students’ and teachers’ experiences in the library?

For the past several years, librarians in my district have been talking about change and transformation.

We started several years ago, just by dipping our toes into RSS and blogging.

Then we talked about collection development and how it looks different now that so much information can be found through subscription databases and on the free web.

We all went through the “23 Things” and learned about web 2.0 technologies.

Then last year we started trying to put all of that learning together by writing a new vision statement for the library program.

A fabulous group of librarians met several times last year for this project. They took their task very seriously and had many brain-busting sessions in order to get it just right. They put together a profile of our current library program that included the history of Library Services in the district, previous vision statements, an assessment of the current services offered, and demographic information. They compiled information from current research about the characteristics and best practices of effective library programs. They also surveyed teachers and administrators in the district to get their perspective on what the library currently offered and what they wanted from the library program.

All of this information was synthesized and distilled into the following vision statement that was presented to the whole group at our first meeting of the year:

MISD librarians envision a 21st century library program that increases students’ achievement and potential for future success.

• The 21^st century library has two distinct manifestations. The physical library features an inviting, friendly atmosphere staffed by a certified professional who works to help teachers and students navigate an increasingly complex information environment; the virtual library provides access to library resources and tools 24 hours a day, 7 days a week. Both physical and virtual libraries promote intellectual freedom and provide equitable access to the resources and tools required for learning.

• In the 21^st century library, reading is a foundational skill for learning, personal growth and enjoyment. It is encouraged at all grade levels through various promotional and instructional activities designed to develop successful readers.
• In the 21^st century library, inquiry provides a framework for learning. Students are taught to locate, select, evaluate and use information appropriately and effectively.
• In the 21^st century library, collaboration is fundamental. Teachers and librarians work together to deliver instruction that focuses on critical thinking skills, literacy skills and curriculum connections.
• In the 21^st century library, learning is social, customized and personalized. Students are connected with information and each other, while creating new understandings and celebrating accomplishments.
• In the 21^st century library, technology is ubiquitous. Library users employ technology to locate materials and information, circulate items, collaborate with each other and create products. Librarians provide leadership and training for teachers and students in the use of current and emerging technologies.
• In the 21^st century library, the collection is varied, balanced and current. It features information in multiple formats for all needs and interests, supports the curriculum and is appealing to library users.
• In the 21^st century library, systems and routines are established that break down barriers and allow students and teachers to use the library independently and at point of need.

What is does your vision for the 21st century school library look like?

Image citation: Forward by Bruce Berrien.

Twitter is everywhere these days and people are using it to talk – about librarians. On Tuesday, there was a long conversation about the role librarians should play in schools today and if they are even capable of playing it!

Joyce Valenza responded to the conversation with some very perceptive comments, as usual. She said:

Being an information (or media) specialist today means being an expert in how information and media flow TODAY!  It is about knowing how information and media are created and communicated. How to evalute, synthesize, and ethically use information and media in all their varied forms.  It is about being able to communicate knowlege in new ways for new audiences using powerful new information and communication tools.

In my mind, if you are not an expert in new information and communication tools, you are NOT a media specialist for today.

Joyce also pointed out that the Twitter conversation took place out in the open where anyone could follow it. If these are the kinds of things people are saying in public, what are they saying in private?

What are people saying about the librarians in our district? Initiatives like 23 Things and other staff development sessions that we offer are designed to help our folks be the kind of information specialists that are required in the 21st century.

Is it making enough of a difference? How would teachers and administrators in our district answer the central question of this week’s Twitter conversation: What’s the point of having a media specialist if they aren’t specialists in the media forms of the day?

Every year, when we evaluate our library programs according to the Standards and Guidelines for Texas School Libraries, one of our lowest areas is typically Standard V – Connections to the Community. It takes a lot of planning and effort to reach out and bring the community into the school library, but if you invite them, they will come!

Case in point: Right before Spring Break, Margaret Beasley, librarian at Cannaday Elementary hosted a Library Expo. This evening event featuring the library attracted over 200 students, parents and siblings! Attendees were treated to demonstrations of technology that is used in the library, including a Promethean interactive white board lesson

and podcasts created by 3rd and 6th graders.

They were also given a hands-on lesson in the computer lab on how to access the library’s online resources from home.

This year’s event was so successful that Margaret is already making plans to do it again next year!

The benefits of a program like this are many. Not only does it make stakeholders aware of what their kids are doing when they come to the library and of the resources that are available, it increases the likelihood that those stakeholders will advocate to keep the library program, if there should ever be a possibility of letting it go.

What are you doing to get parents into your library?

I attended a webinar yesterday on how the library and librarians can really be influential in keeping students in school. This is a topic that hasn’t come across my radar screen before and it was very thought-provoking. The presenters, a professor of Library Science and a professor of Curriculum and Instruction, were on the faculty at East Carolina University in Greenville, NC. They modeled teacher-librarian collaboration and I think I heard that they are working together on a new book for Linworth about the library and at-risk students.

The presentation included lots of interesting facts and statistics about dropouts: 3.5 million of them in 2006, males dropout more than females, Hispanic dropouts are the majority, most dropouts have made the decision to dropout by 4th grade!

It also referred to the Colorado studies done by Keith Curry Lance that emphasized the importance of leadership by the librarian, collaboration and technology as important aspects of a successful library program. The presenters stressed the importance of “relational” leadership, meaning that it is essential for librarians to develop positive relationships with teachers and more importantly, students. These relationships, in addition to good collections and extended hours, are vehicles for reaching the at-risk student.

The second part of the presentation focused on “resiliency.” The Resiliency in Action web site describes resiliency as “the ability to spring back from and successfully adapt to adversity.” At-risk students need to develop this quality. Schools can help by building resiliency in the environment and mitigating risk factors in the environment as shown in the diagram below.

Librarians can help build resiliency in the environment in many ways. They can provide support for at-risk students by developing relationships with them and serving as mentors. Students who have trouble in the classroom environment may come to the library with a “clean slate” and find refuge and success.

Librarians can also help build resiliency by providing opportunities for meaningful participation: clubs, games, poetry readings, and other events offer at-risk students the opportunity to interact socially with their peers and caring adults. Students who are involved have less risk of dropping out. Programs on problem solving and stress management are also good for these students. (As an aside, it was mentioned that we often feel like a program has failed if it doesn’t attract huge numbers of students, when in fact, programs for at-risk students are often more successful with small groups.)

The presentation concluded with the challenge to create a “turnaround” library program.  This type of library program is influential in turning students around and getting them to stay in school by offering them opportunities to:

• connect

• be competent, and

• contribute

For more information and examples of best practice in drop out prevention, see the “effective strategies” section of the  National Dropout Prevention Center.

While we offer lots of varied programming for different student groups, I think this is one that we haven’t concentrated on yet. An intentional effort to provide opportunities for these kids could make a huge difference in their lives. Isn’t that worth some effort?

The New York Times is publishing a series of articles looking at how the Internet and other technologies are changing the way people read.

This week’s article, In Web Age, Library Job Gets Update focuses on school libraries and the role school librarians play in teaching kids information skills for the 21st century. There is also a great video that emphasizes the idea that today’s school librarians believe that “literacy includes, but also exceeds, books.”

Previous articles examined the debate over the value of reading on the Internet versus reading in print and how educators are using video games as bait to lure children to read.

All are worth a read.

In the last legislative session, a study on the needs of Texas school libraries was mandated. You may remember filling out a survey for this purpose early last year. The study has now been completed and can be downloaded from http://www.tsl.state.tx.us/ld/pubs/schoolneeds/

Here are the recommended actions for each agency dealing with school libraries:

Texas Education Agency

• Provide funding to enable school libraries to meet the recommendations
of the Standards and the Long-Range Plan for Technology, 2006-2020.

• Call for the Standards to be revised to ensure appropriateness and
usefulness over time, perhaps using the new American Association of
School Librarians’ Standards for the 21st Century Learner as well as
other recent examples of library standards.

• Consider the Standards as the basis for data collection to document
progress in providing quality library programs.

• Engage in a discussion with the school library community about the issue
of mandatory standards.

• Seek necessary funding to support library programs and recognize those
that are rated Exemplary.

• Ensure that all campuses in the State of Texas have identified a school
library with library services available to students and educators.

• Provide support and training for school libraries through the twenty
regional Education Service Centers across the state.

• Ensure that all campuses in the State of Texas have identified a school
librarian who serves each campus and have entered this data into PEIMS
and other data collection systems.

• Promote collaboration among librarians and teachers to teach state mandated
curriculum standards, integrate resources into student lessons,
and share instructional strategies that can support student achievement
across the curriculum and ensure the success of all students.

Texas Education Agency and the Texas State Library and Archives
Commission

• Continue to fund and support the online research and information
resources—the K-12 Databases—to ensure equal access to quality
educational resources no matter a school’s size, location, or
socioeconomic status.

Texas Education Agency and Schools of Education

• Provide support for the educator preparation and professional
development needed to become a certified librarian, increasing the
availability of these librarians for schools across the state.

• Include educational instruction at the academic/certification levels for
administrators regarding school libraries, statewide school library
standards, and the impact librarians and libraries make to student
achievement

These are great recommendations that, if acted upon, will help us move Texas school libraries into the 21st century. I think the task force that worked on this study got it exactly right! Thanks to them for their insight into the data collected and their hard work on this report.

I’ll be waiting to see what happens next!

Last year we started talking about collection development and what it means for school librarians in the 21st century. Do we really need those expensive print reference books when we have access to the same type of information in our online databases? Where should we direct those ever decreasing budget dollars?

We aren’t the only ones pondering these questions. The topic for this year’s SLJ Summit was Remixing Library Collections for Digital Youth.

In her post on this topic, Joyce Valenza asks the same question that we did when we began our discussions:

I thought back to everything I learned more than thirty years ago in grad school (the first time around). I learned about building balanced collections.  About ensuring that various viewpoints were represented. About ensuring that great authors, and classics, and best sellers were represented.  That as my users/patrons/members browsed my collection, there would always be something to happen upon and discover.

But I wonder if what I learned about having a just-in-case collection makes any sense right now in a just-in-time, just-for-me, 24/7 demand-met universe. Is serendipity dead?

This is something that I’m still thinking about. What are your thoughts?

Image citation: Balancing act uploaded on October 7, 2007 by tanakawho. Used under a Creative Commons Attribution License

The Blue Skunk Blog has an interesting discussion going on. It started with this post, in which Doug Johnson defines postliterates as “those who can read, but chose to meet their primary information and recreational needs through audio, video, graphics and gaming.” He then suggests that, even though the term “postliterate library” seems like an oxymoron,

our best libraries are already postliterate, increasingly serving sets of users who communicate, recreate and learn using media other than print. And the attitude we as professional librarians adopt toward the postliterate may well determine whether our libraries continue to exist.

In part 2 of the discussion, Johnson lists 10 hallmarks of a postliterate library and touts librarians as leaders on the campus that can encourage the use of new technologies and resources.

Some very thought-provoking ideas here. What do you think?

Being seen as the campus or district “expert” on copyright has always been, quite frankly, the bane of my existence as a librarian. Those laws are so complicated! Unless a particular situation is outlined to the letter in Carol Simpson’s book, Copyright for Schools, I feel very uncomfortable advising anyone what to do.

Well, it seems ALA has felt my pain! They have created a digital sliderule to help people like me (and you) figure out when and if we need to seek permission to use that book, movie, song or other work.

Just slide the arrow to the date the work was published, read the information displayed and click to get clarifying information. Copyright made simple! (via Lifehacker blog)