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Journal Entries

9/17/09 As I’m reading in the Morris textbook the statement, “school library media specialists are becoming more valued as instructional leaders in their schools, “(p 22); I can’t help but think of the articles I read from School Library Journal. One such article is entitled, “ California School District Closes All 28 Libraries” by Rocco Staino //-- School Library Journal, 8/31/2009**. ([]**//) This article tells of this district that when faced with financial difficulties, school library media specialist were either let go or assigned to teacher positions, while clerks ran the libraries. Eventually the clerks were let go and the decision was made to close the district’s libraries. This makes me worry for the future that if and when times are economically difficult, that the library will be seen as something worth cutting. Studying to be a library media specialist has made me more passionate about the importance of the librarian and that of the library in today’s society. We need to take active roles in leadership in our schools so that no one forgets how valuable librarians are.

9/24/09 For the past six years, I have been volunteering in my children’s elementary school library. In the last couple of LIS classes we have been discussing leadership qualities and forming partnerships with the school principal and teachers. The other day I was able to observe and learn first hand how this librarian interacts with both. First of all, she and the third grade teachers had just won an honorable mention for their work on a third grade unit that they were collaborating on. The principal had just gotten the letter of recognition and came to the library to say congratulations for her hard work. The third grade does a heritage project in which the students learn about a country. The librarian works with the teachers to gather the resources and shows the students how to use them. The students then work with their teachers on their assignments as well as the librarian in their scheduled library class time. The librarian, Mrs. Disare had told me that she usually initiates contact with the teachers to discuss how she can add to their lessons and what she can teach them in the library that coincides with what they are doing in their classroom. She has found that over time, teachers come to her for help with lessons, but that she also schedules regular meeting with them and suggests to them many ideas. I found this information useful.

10/1/09 I have been volunteering weekly in my child’s elementary school library. I am also involved in the school’s partners in reading program. Recently the library media specialist and I had a meeting with a new member of the committee who wanted more information. As we were explaining the program, I’ve chaired the program for the past four years and was helping “train” a new chairperson, it became clear that the parent really was not aware of all of the things the library did at the school. (The chairperson works closely with the librarian as a PTO representative.) Information had been coming home to parents via newsletters, brochures and other paper items. I was thinking about the PR assignment and how it is important to promote your library program, but sometimes it can be tricky to get across your message to every parent. My child’s librarian is wonderful and does many things to make the school community aware of her program. It made me think about the things that I would do as a librarian. I thought of using different forms of communication in addition to paper resources since not everyone takes the time to read them. Presentations at PTO meetings would be a good idea for example. It made me realize that different forms of communication can be helpful and necessary in getting the word out.

10/15/09 We’ve been learning about censorship issues and the student’s freedom to read. While doing my assignment, I had asked a few LMS if they had encountered any instances where someone had challenged a book. They stated that (thankfully) they had not had many dealings with this in their libraries. The HS LMS had only one issue and the elementary LMS had two, while LMS at other high schools had not had any challenges. All of the cases were settled by talking with the parent about their concerns over the material. One example given to me by a HS LMS was that a parent wanted to make the LMS aware that her child (gr 9) read a book that she felt was not appropriate for her or the school library. The LMS explained that the school contains students from the 9th grade to the 12th grade. This particular book is appropriate and appeals to the older students in the school. The parent understood this and the matter was dropped. Another example from the elementary school is that a parent was extremely unhappy that her child was allowed to take out a certain book. She felt that it should be removed from the shelves. It was explained to her that while they would not restrict another child’s right to read this book they could make a provision for this child, and make sure that the child does not take this book out again in the future. This satisfied the parent and the matter was dropped. I feel that an open communication with parents and listening to their concerns can head off some disagreements, especially when the conversation is done in a polite and cordial manner. (I hope!)

10/29/09 I have been reading many articles on collaborating with teachers and establishing yourself as a leader in the school community. A dynamic LMS wrote an article proving examples of her collaborative efforts. One such example involved a 5th grade assignment where students learned about the industrial revolution. Students did their research in the library, listened to music from the time period with the music teacher, and created a corresponding art project with the art teacher. I have also seen first hand the collaborative process during my observations. For example, an elementary school media specialist meets regularly with the 4th grade teachers to plan a research assignment. All are working together in creating the lesson. I have been thinking about how wonderful this is and how it really makes a difference in the assignments and the students learning, but I can’t help but wonder what would happen if a teacher or teachers do not want to plan or collaborate with you. I was thinking of a different scenario in the example of the 5th grade assignment. What if the art teacher did not want to, or said that she didn’t have the time. Do you let it drop or do you try to compromise and convince her? I was also wondering how receptive most teachers are in reality to collaboration and how this affects the students, and our job/role as a LMS. I suppose that I would work with those teachers that wanted to collaborate and hope that the others would come around.

11/19 I have observed in three high school libraries this semester. A common issue that all three faced had to do with students socializing in the library. Some were more upset about it than others but all considered it an important issue that they had to deal with. Many students come in from their study halls or lunch periods to meet and socialize with their friends. Some LMS felt that when in the library students should be doing quiet work as not to disturb other students or classes that are in session. Many spent a large portion of their day telling kids to be quiet. I can understand the need to not disturb others but I was wondering if since students like to gather in the library anyway, why not create an opportunity to make the library //the// place to be. I liked the ideas we learned about at our gathering on 11/19. Activities like “listening lunches” and breakfast at the library are great ways to involve students and give libraries a presence in the school community.

11/30 During one of my observations at a high school library I noticed an issue dealing with students playing games on the computers and looking at inappropriate material. The two LMS solution to this situation was to block these sites. They would put in a request to the tech department and soon the students would not be able to access those specific sites. However, students were finding new games and new sites to use in the library that were not blocked, yet. I found myself thinking that there must be a better way to handle this situation. As I was thinking about my time in the high school libraries, //The American Teacher// //Magazine// cane in the mail. The title story is “Unsung Heroes” which is about counselors, psychologists, social workers, and LIBRARIANS helping kids and schools thrive. The article profiles a LMS from a high school in Detroit who transformed the library media center with the help of her students, staff and the technology director from a place that was underutilized to a place that was the true hub of the school community. She created a place that students and teachers would find user friendly, inviting and used a wealth of technology. Students now came before and after school and during lunch. She asked for student input from the selection of books and software to the painting of the walls and the furniture selection. It reminded me of the kind of library we just learned about in which libraries are learning and community centers. This LMS knew that students were plugged in to technology and created a center that was welcoming to the new uses of technology and to the students. This article made me think again about the high school library and it’s blocking policies. I’m sure they thought they were doing the right thing but I thought wow, what a difference. The LMS in the article included students in becoming apart of the library instead of telling them what they are not allowed to do. What an inspiration, and something that I would hope to achieve in my own library.