Wednesday, November 25, 2015

I Get By With A Little Help From My Friends

It's the day before Thanksgiving here in the US and it seems like an appropriate moment for me to show a little gratitude to my ever amazing PLN.  

In January of this year, I joined the proverbial "dark side" and became Lead School Library Media Coordinator/Digital Teaching and Learning Specialist in my district.  Basically that big long title means that I now support all of the school librarians in my district. And a big part of that role is professional development. 

Now... here's where I'm going to get geeky, but I love PD.  And when I say I LOVE PD, I mean I loooooooove PD. Seriously.  I get totally geeked out over the chance to learn something new and become better at my job.  The only thing better is helping others do the same thing. And I say this as someone who has sat through some pretty bad PD! But those less than stellar experiences have only made me more determined to make sure each and every professional development opportunity that I'm involved with provides the folks attending with:

  1. a voice in the direction and expected outcomes.
  2. practical resources they can implement right away. 
  3. a legitimate answer to the question "why are we doing this?"

Still, even though I do my best to knock it out of the park whenever I step in front of a group of librarians, classroom teachers or principals, I also know that people in my district get tired of hearing from me. 

This is where my PLN comes in. 

This year instead of leading all of the PD I offer in my district myself, I decided to ask members of my PLN to help me. Honestly, I thought for sure I'd get some polite "thank you for asking me, but...." responses. However, everyone I have asked so far has said yes AND they've delivered some of the best sessions we've ever had. Here are some examples:

Example 1:
Once per month, I offer an hour long PD opportunity for the librarians in my district.  These monthly workshops are called Labs with Librarians.  They are held after school and are entirely optional.  Starting last school year, I began inviting members of my PLN to join/lead these monthly conversations. And because we use Google Hangouts on Air to conduct the sessions, they are all archived so those who cannot attend can watch later and those who did attend, can review the session later (which many, many of the librarians I work with have told me they do). Everyone from Joyce Valenza to Jennifer Northrup and Sarah Justice to Nikki Robertson to Elissa Malespina (plus MANY OTHERS) have led sessions for us! Thank you all so, so much! The experience has been incredible, and I am so very grateful to everyone who has shared their time and knowledge with us. 

Labs with Librarians


























Example 2:
Over the summer, many of the librarians in my district took part in a bookclub study of Doug Johnson's The Indispensable Librarian. Their conversations were rich and resulted in real outcomes for their practice.  However, the experience was made all the more powerful by the fact that Doug agreed to meet with the group for an hour long Q/A once they finished the book.  Again, we archived the whole thing via Google Hangouts on Air. Doug made an already wonderful learning experience that much more meaningful by being incredibly generous with his time and I continue to be grateful. Thank you, Doug! You're the best! 


Example 3:
Recently, I was tasked with creating a session on using Twitter to build a PLN for my district's principals. I personally believe that while Twitter can be an effective communication tool, its real value is as a collaboration and story telling tool.  And whenever I talk about Twitter, I try to focus on my own stories and how using Twitter resulted in real outcomes for my students.  However, for this session, I wanted to be able to share more than my story, so I turned to... Twitter!  There I asked members of my PLN if they'd be willing to record a brief (30 - 60 second) video in which they share how being a connected educator and using Twitter resulted in real outcomes for students.  And boy did they deliver! Many, many people contributed (and there's more to come!) videos including rock stars like Brad Gustafson, Todd Nesloney, Steven Weber, Greg Garner, Gwyneth Jones and so many more! These "other stories" (as they are called on the webpage) tell a powerful story of how being a connected educator is important because, ultimately, students benefit from the learning we do with our colleagues from around the world.  And at the risk of sounding like a broken record, I am so, so grateful. 

Twitter: A 140 Character Love Story


In the end, I know this much is true: I couldn't do my job without the support of many, many people.  This post is, at least in part, a big sloppy thank you to everyone who helped me as part of the three examples I shared here and countless others. YOU ALL ARE AMAZEBALLS and I am so lucky our paths have crossed. THANK YOU for helping me accomplish whatever crazy idea I came to you with and for ultimately helping to create even better learning experiences for students in my districts.  *mwah!*

And to those of you who are reading this post but have yet to become a connected educator, I have just one question: What are you waiting for? If nothing else, your students need to understand how to leverage tools like Twitter, Facebook, Instagram, Snapchat, Periscope, Vine and WhateverComesNext to connect with experts, grow their own networks, contribute to conversations in meaningful ways and even engage with elected officials and participate in their government. YOU need to know how to do those things too if you're going to help them. Clearly, Twitter is a tool of choice for me, but the tool isn't nearly as important as the act of connecting itself.  If you're still on the fence, now is the time to jump off and get started.  


































Sunday, November 1, 2015

Six Tips for Building Book Displays That Matter

If I've worked with your school district or spoken at your state's conference or you happened to run into me at your neighborhood Starbucks, then you've probably heard me rant about school library book displays.  I'm afraid they are something of a pet peeve of mine.

Back in the day, I loved building book displays.  AND I was pretty good at it, (if I don't say so myself).  My displays were often works of art. Checkout this beauty from back when I was a middle school librarian. I, along with a very dedicated and crafty parent volunteer, spent days making this happen.  And when it was finished, I was so proud.

The Theme: Hidden Library Treasure: Books That Aren't Famous, But Should Be! 

The Goal: Expose students to titles they might not otherwise know about.

And that's pretty much where my work ended.  And, maybe I was just a bad librarian, but I'm pretty sure that's where most of us stop when it comes to book displays.  We may point kids towards them or talk up the titles, but for the most part we adopt an "if we build it, they will come" philosophy. If the books get checked out we call it a win and if our masterpieces find a home on Pinterest, all the better.

That said, if I had it to do all over again, I might still build this display, but I'd do it differently.

I've written before about how Dr. Sandra Hughes-Hassell's work on library displays altered my thinking when it came to building book displays, but it's worth mentioning again.  She advocates for using book displays as an opportunity to affect social justice.  This is a powerful and important message. AND it elevates our practice by, literally, putting our work (in addressing the literacy needs of our most vulnerable students) on display for the whole world to see. Dr. Hughes-Hassell focuses her work, in this area, on affecting literacy rates among African American students, but I believe her advice can be applied more broadly.

Sure... book displays wrapped in caution tape during Banned Books Week are good fun and raise awareness of an important topic, but I just don't think that's good enough.  Too often we view our displays as a way to communicate an idea, when really we should think of them as a chance to connect with kids.  Every display presents us with an opportunity to tackle big things: to address individual student needs, to awaken dormant readers, and to engage all kids in meaningful conversations about books, reading and their lives as learners.  What's more, it is my strong belief that every display we build sends a message (not just to our students, but to everyone who walks through the door) about what we value and the purpose of our work with students.  Why would we waste that valuable real estate on displays that don't tell the real story of how librarians make a difference for kids?

In short, if I could go back in time and rebuild my former book displays,  I'd give students a voice in building them and I'd make sure I collect some data on their impact.  And most of all, I'd make them less about books and more about readers.

This may seem like a tall order, but here are some tips for getting it done.  In the end, I realize that not every book display is going to change the world....but, really, shouldn't that be our goal?

Download Hi-Res version here.
PS: Big thanks to my friend Jennifer Northrup for giving this infographic the once over before I hit publish. You're the best!

UPDATE:
In response to a conversation on Twitter w/my pal Walter Carmichael I've added a few resources for further reading.  As I've mentioned here (and on Twitter) these resources altered my thinking and changed the way I did business in my own library.  If I ever get to meet Sandra Hughes-Hassell I will give her a great, big, grateful hug.