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  • Technology: Besides taking care of the library A/V equipment, I also run the computer labs on my campus, including scheduling, troubleshooting, and work orders. The district technology staff has also been cut, so I am often the first point of contact when teachers and students have tech-related questions and problems. When I can't solve a problem, I know who to contact to get it resolved. Teaching: I teach students and teachers how to use library resources, how to evaluate and search for websites, how to take notes, how to cite their sources, etc. Sometimes, I take the lead role by creating, teaching, and grading lessons in the library or labs, and sometimes I play a supporting role by locating resources for a project or by giving students a brief introduction to a particular resource as they begin their assignment. I also train teachers how to use specific resources (especially those online), and also provide training in certain technology tools. Resources: I have a collection development plan in place that addresses the needs of the students and teachers on my campus. I take time to evaluate and weed the collection. I also reclassify resources to make them more accessible to students (example: split the fiction section into five genres, reclassified collective biography from 920 to their DDC subject areas, moved all graphic novels into a separate section, etc.). I am familiar with the curriculum, the projects that teachers assign, and the technology equipment available to teachers; I take all of that into consideration when ordering materials. For recreational reading, I read reviews, look at circulation statistics, consider state and ALA reading lists, take student requests, and learn what type of technology they have available (Nook, Kindle, smartphone, mp3 player, etc.). I also spend lots of time gathering information about ebooks, digital audiobooks, databases, etc. to find out which ones would best meet the needs of the students and teachers at my campus I do much more than this, but these are the areas that I believe would suffer the most if I were replace with an aide. http://www.wordle.net/delete?index=6613964&d=OXWU
  • It is disingenuous for administrators or anyone else to suggest that an aide can even come close to doing what a librarian does. Even a brief glance at the Texas State Standards for schools reveals that a certified person with teaching background is a minimum requirement for the job. There is NO WAY an aide could handle what is in Standard I, for example: (URL) – look at Standard I, Principal 1. It might also be beneficial to look a the AASL Standards for the 21st Century Learner (URL), and finally, the Common Core Standards (URL) -- view the English portion. I seriously doubt that an aide would have the background to support, much less collaborate with teachers regarding any of these standards. I doubt they would be able to effectively evaluate the many resources available for teaching these standards as well. I routinely teach individuals and classes the use and evaluation of online resources, various citation methods, how to avoid plagiarism, how to structure and proceed with a research project, how to construct online searches, how to pose researchable questions, how to forecast resources likely to yield results, etc. At the secondary level, the librarian must have this body of knowledge (and more) because so many students come to the library on an individual basis to extend and/or complete what is done in the classroom. I am also a TAKS tutor, as are many librarians. Librarians are valuable resource people who are teachers first and have a positive impact on student achievement and, thus, their schools.
  • Moved number of librarians to top of this slide since this is where we introduce the library cuts
  • Gay, although I HATE cutting back the days, I’m not sure that this is as great an impact as the other bullets on this slide
  • Which do you like better? This has a little less color which goes with the other slides.
  • SUSI TO PRESENT
  • SUSI TO PRESENT
  • SUSI TO PRESENT
  • SUSI TO PRESENT
  • SUSI TO PRESENT
  • GAY TO PRESENT
  • GAY TO PRESENT – talk about DASL president and several other librarians speaking word of thanks
  • GAY TO PRESENT – mention the $27 million cut but not needed on slide
  • GAY TO PRESENT
  • SUSI TO PRESENT – as a ibrarian to say “We do these things”
  • SUSI TO PRESENT
  • GAY TO CLOSE THE PRESENTATION Key points to make: We have a new Supt. which is always a challenge and causes unrest as we navigate through this administration. He came from a district which did not have librarians, but clerks. >
  • GAY TO PRESENT – a good way to end!
  • Gay, can we change this background

School library avengers 4 School library avengers 4 Presentation Transcript

  • SCHOOL LIBRARYAVENGERS: A MODELFOR ADVOCACYSchool librarians have been on the chopping block in somedistricts as administrators make tough budget decisions. Thispanel will present ideas for proving the worth of a librarianto the school community. You will be inspired by the story of asuccessful grass roots effort to retain librarian positions.Texas Library Association Annual ConferenceApril 2013
  • School Library Avengers….http://youtu.be/-vQbY6LrKXE
  • Avengers from SHSU in Huntsville, TX
  • However….There used to be a full-time librarian in everyschool. Now mostelementary librarianstravel to 2 schools.I am a systemdirector and severalof our schools arecombining. I amhopeful we canmaintain but notoverly optimistic.Disclaimer: Photos in the presentation are not of real participants included in the survey.
  • My district has threelibraries – I am the onlycertified librarian in mydistrict overseeing all thelibraries.Our highschoollibrarianretired lastyear. Shewas notreplaced, thejunior highlibrarianmust coverbothcampuses.
  • When they weredeciding cuts at theend of last year, theywere initially going tocut our librarianpositions in HALF.However, due to thecreative thinking ourdistrict librarian andprincipals, theydecided thatwe, librarians, wouldalso administer theGT curriculum to ourGT students this yearand that is what keptour positions. It lookslike our positions willbe safe for nextyear, which isincredibly reassuring.
  • Rumors, rumors, rumors….Hmmm…???Have youheard….
  • For almost two years…One high school had one media specialist and four paras tocomplete the work that we do! We have more than 2,400students and more than 250 staff to assist and provideinstruction, plus resources. Very, very difficult this year asnew administration will not allow any “FREE” overtime which Ihave always provided for our great school. I do as much aspossible from home at night and on weekends, but thisgreatly affects the quality of the resources provided. I haveALWAYS worked additional hours, never complain about theextra hours, have great attendance, and never ask for comptime. We have many PM activities at our high school, so manystudents, parents and staff are at the school until late….Challenging and negatively affects our students, staff andprograms….
  • As of yet, they have not beencut. In our district, in NY, wehave 4 elementary schools. Forthe last three years the districthas had at least 2 of theelementary jobs on the choppingblock. Each year the librarians,parents and others have ralliedto keep the librarians. So far sogood. This year our HS librarianretires. We do not know ifthey’re going to replace her….In our district, we weretold a few years ago thatas elementary librariansretire or quit, we would bereplaced with clerks.
  • But our job title is changingfrom Library TechnologySpecialist to TechnologyLiteracy Specialist. With thatwe will have new responsibilitiesinvolving technology. We havetwo years to get the MasterTechnology Certification.District will pay for the cost ofthe classes needed for the extracertification.Our superintendent has made acommitment to us, but is asking usto reinvent how we do our jobs, sowe can be perceived in a morepositive light.Librarians who leave ourdistrict are being replacedwith library managers whohave not degrees.Basically, they are moms whoneed a job.
  • 97% reportPositive Impact
  • The library has become hub for the educational community tocome together. Students, teachers and administrators see itas a common “learning ground” where we are all peers andworld citizens, and value it as such.
  • In the month of February, 105 classes came to the library forresearch. In January, 85 classes came.
  • I am the gatekeeper to the worldsthey want to visit. I am the onewith the knowledge about what toread. I help them withpapers, design projects and givethem a refuge to retreat to. I amnot their teacher giving them agrade. I am not the administratortrying to keep them under control.I am their Librarian, the one whowants the out of the boxthinking, encourages it and goesalong with them on the rides oftheir lives through the pages of abook.
  • I believe my position as a librarian has ahigh positive impact on my students andschool. I was recently voted Humanitarianof the Year from my school, whichreassures me that the students andcoworkers I am affecting feel that Imake a positive difference in our schoolenvironment. I am so very honored to beblessed with such special recognition andabsolutely love that my peers find medeserving of such an honor. My studentsLOVE coming to the library, which makesme feel wonderful. I teach weeklylessons and stay open throughout theday, except during lunch & lunch duty.I always want my students to feelwelcome, that is why I try to keep ourlibrary open as much as possible.
  • I guide the students through the research process so they don’t just “google”everything and think they are good to go. I also do booktalks and increasereadership among the students. I introduce them to new books and new authors aswell as to the tried and true ones that might just sit on the shelf. I teach thestudents how to properly use a library so they can find what they want and need.
  • Reading is the foundation of all thecurriculum, one way or another.Students are better readers accordingto the amount of reading practice theyhave. Students who have access to themost variety of reading material willfind it easier to read more. Betterreaders do better across thecurriculum, generally. As alibrarian, one of my roles is to ensurethat all the students have the bestvariety of reading material possible, inthe largest quantity possible. If I canteach them to be lifelong readers andlearners, I’ve achieved my highestendeavor and I’ve made a high positiveimpact on the school.
  • I support the students and staff by knowing what they are studying ineach content area each six weeks and actively looking for resources forthem. I reinforce this with the students whether just in conversation orin looking for books for them. Helping each student find just the rightbook is a top priority for me and I love students who say, “I don’t read,”because that is a conversation starter. I very often am successful infinding out their interests and getting a book for them to reallyenjoy, not just check out. One of my marketing tools is making the effortto learn each student’s name – with 730 students this is not 100%possible, but I really work on this all the time. Not only their names, buttheir interests are important in order to best serve them. I am openbefore and after school, hold two book clubs during lunch so they caneasily attend (many can’t stay after school), and participate in a district-wide Name that Book Challenge, where we won first place last year andhope to repeat this year.
  • There are multiple studies that showthat staffing a school library with acertified school librarian has apositive impact on test scores. In theera of high stakes testing that shouldbe enough to promote librarians inevery school. Add to that the generalpromotion of literacy that I provide aswell as support for the classroom,there is a very high impact.
  • We are a foundation to all curriculum.We provide motivation andexcitement to faculty andstudents, and their families as well asthe community to read! To becomemore literate, and to becomeindependent successful citizens ofour world.
  • I get positive feedbackfrom students andteachers. Although, Iknow some librarians don’tdo as much as I do sincelibrarian expectations inthe district are not clearor defined.I combine library skills with technology andteach computer skills integrated withclassroom projects.
  • I’m one of the few faculty in the school to work with all of the students in thebuilding. I do so much more than just check out books to students – I teachthe research process, website evaluation and validity, how to use others’creative work responsibly, and find time to promote new books and readingto classes. I also constantly look for new websites, online tools, apps forteachers to use with their classes and show teachers how to use newtechnology and give ideas on how to incorporate into their classes. In myspare time, I work on the web page, have a blog, facilitate a book club, work oncollection development, process new books, weed old books from thecollection, and complete paperwork.
  • Quickmeme.comhttp://qkme.me/3u2r2y
  • 98%said No!They had a fewcomments aswell.
  • They don’t havethe knowledgeand usually theydon’t have thepassion. Theyare clockpunchers whoregularly tell methey don’t wantto “bring homeanything.” I amconstantlythinking aboutreading andbooks.An aide does not possess the professionalknowledge of curriculum, collectiondevelopment best practices, instructional bestpractices, reading guidance, technologyintegration, etc., that I have accrued througha master’s degree and 20 years of experience.
  • Library aides normally do no have the same educational and curriculum-drivenbackground of a certified librarian. Almost if not all librarians have beenteachers. They are familiar with certain aspects of curriculum, how studentslearn, how teachers teach the learning cycle, etc… Along with thatbackground the Master’s Degree in Library Science gives more insight intogenres and the general workings of the library.
  • The library aide at my school is an awesome administrativeperson, but she doesn’t know how to teach research, comeup with programs, do all the research for what the schoolcommunity needs, or look at the scope and sequence andfigure out possible collaborative lessons to do withteachers.With all due respect, a library aide cannot doeverything I do and have the same effect on theschool. As a veteran classroom teacher, I not onlybring 15 yrs of teaching experience, but I bring aknowledge of the state’s ELAR standards, the districtcurriculum, and the experience of collaborating withfellow teachers on lesson planning and team teaching.Consequently, library aides are not fully equipped toimpact the school, students, and teachers.
  • She has noknowledge of thecurriculum, mainly.The curriculum isone of thecriteria forknowing whatbooks to order.It takeseducation.They have not hadthe librariantraining, and aideshave not even beentrained as teachers!
  • I think the aides are veryimportant in the library and theyhelp us out in so many ways…whilethey keep the home front down withbook circulations, running ourreports, and some of the clericaltasks, their help in part lends us thetime to be librarians. We are ableto work in the labs with thestudents doing research; we conductmini lessons with classes overdifferent types of technology wehave to offer to enhance theirlearning experience. We are able tocollaborate with teachers creatinglessons that involve not only theclassroom but technology and booksin the library. There is so much morea Librarian can do because theyhave the help of the aide, but weneed to keep in mind that the aidedoes not have the education theLibrarian does.
  • I don’t believe a library aide is as involved inthe students as a librarian. Also, I believe thata library aide doesn’t have the knowledgenecessary to stand up to the teachers whenthey are requesting or refusing books for theirstudents.
  • We have library aides as “librarians” at every campus except middleschool and high school. You can tell that when [students] come to us at thesecondary level. The students have no idea how to do research, how touse databases, even what a database is, no idea how to look up a book inthe catalog or how to find a book on the shelf when told the call number.They go to the library in elementary basically to check out a book andhear a story and that’s about it. There is no collaboration betweenlibrarian and teacher to teach the students research and/or libraryskills, much less anything else. We don’t even have a certified librarian tooversee how the materials are cataloged on the elementary level. I’vegiven their catalogs a cursory glance and all I can say is thank God theycan order MARC records when they order books. A few of them have aBachelor’s in something, but most only have a high school diploma. We areexpecting people who have not been trained in education to becomeeducators. And at an aide’s pay are expecting them to do a teacher-librarian’s job for minimum wage or less. It is an appalling state ofaffairs. I think aides can serve a vital role in education, but theycannot, nor were their positions initially designed to take the place of atrained teacher-librarian. Asking if an aide can do everything that ateacher can do is like asking if a teacher’s aide could do everything that ateacher can do if you gave her a packet with the lessons and told her toteach it. It’s the same difference.
  • Absolutely not as I have seen several parapros who lackthe skills, lack the dedication and lack the thoroughnessto complete many additional projects. Also, manyparapros I have worked with or known seem to approachthe work as “just a job” and leave “on the clock” withoutcompleting much extra. I have rarely seen a parapro whohas the technical skills, the technology skills and tenacitythat it takes to be an outstanding media specialist.
  • It would make my job easier to have an aide to do clerical workand routine tasks. But it would be impossible for an aide totake my place. I tailor my book selections to the needs of thepopulation by using [standardized testing] disaggregateddata, collection analysis reports, student and staff input, theage range of the students, book reviews, etc. Weeding isdone by using collection analysis reports, date of last checkout, number of checkouts, and age of book consideringacceptable ages for each Dewey Decimal classification. I meetwith teachers to discuss their plans and needs, makepresentations to the faculty and students aboutcopyrights, citations, internet use, website evaluation, how touse our electronic resources, etc. I read all contest books(25) in addition to reading as much as I can professionally inorder to discuss the books with students, faculty andcommunity. I collaborate with the … Community Organizationand the … Public Library. My education and experience haveprovided me with the tools to do these things. There is a reasonthis profession requires a Master’s Degree.
  • An aide would not be able to teachand collaborate with teachers theway I do. If the purpose of thelibrary were simply to check in andout books, and aide would besufficient. However, if the purposeis to create readers and extendlearning, it takes a certifiedlibrarian.
  • First of all, aides will be restricted on the number of hours they can work. Theycannot work overtime & they will not be able to get all the work done that Icurrently do. An aide will not have a knowledge of how Libraries work, theunderstanding of libraries, or the knowledge of the collection to help studentsor teachers access information & books. Aides will not have the knowledge of aclassroom that I have. I use that knowledge and ……experience every day. The aides that we have currently in our elementarylibraries usually only check out books on carts and do not allow students tocheck out books on the shelves. Most of their lessons are watching movies.Some don’t have the books shelved correctly on the shelves or basicinformation that the certified librarians included in their records nor on thetitle page for quick reference as to cost, vendor and date of purchase.
  • One reason – My formeraide (who was wonderful asfar as clerical duties andshelving went) did not liketo read! She would not havehad a clue where to beginordering books for thestudents. She also had noteaching skills. Under theguidance of a libraryaide, our libraries wouldsimply become a storehouseof books with a fewcomputers thrown in.
  • Not hardly. They can’t teach. Theydon’t know how to determine aquality book. They can’t helpstudents find a book that is justright for them. They don’t knowhow to maintain a library, weeding,ordering, etc. They don’t know thecurriculum and to support staffwith their curriculum needs. Thelist goes on and on…
  • I say no, as I think of theway the job is designed. As Iwork currently however, Iwould say yes. The position asit exists currently, hasturned me into no betterthan a clerk myself. If costcutting measures were behindthe firing of personnel, theyfired the wrong people. I ambeing paid experienced (20+yrs), certified and highlyqualified $$$ to function asa clerk.
  • No…no…no…I work alongside my elementary teachers.I modify lessons to parallel or enhance what they aredoing in the classroom at every grade level. I havebook clubs several times a week covering 20 books forour Name That Book Competition in May. I amresponsible for out tiny budget so I must choosebooks carefully. While teachers often know what theyare looking for in the library, many times they justhave an idea. My job is to find something that will fittheir needs. I open the library before school everyday for students to do research, check outbooks, read magazines, and play games. And that isjust a part of my day!
  • • School Library Programs: Standards andGuidelines for Texas --https://www.tsl.state.tx.us/sites/default/files/public/tslac/ld/schoollibs/slsAdopted2005.pdf• AASL Standards for the 21st CenturyLearner --http://www.ala.org/aasl/standards-guidelines• Crosswalk of the Common Core Standardsand the Standards for the 21st CenturyLearner --http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk
  • A library aide that does not buy into the systemends up not really caring what happens to thecollection. I think about library aides that I had inthe past that would get paperback books at yardsales, or our book fair that they thought ourmiddle school students would like, but once Icataloged the books, and she did the processing(Dewey number, stamping, covering) and got thebooks ready for check out she said many times “Ihope these paperbacks last…that was hard work.”Then, of course, the paperbacks would come in aftera circulation or two ready for the discard box….
  • First of all, I am a certified teacher. It is illegal forclassified people to teach. Secondly, while my aides aregreat help, they do not know how to search and how to usethe resources to the extent I do. They can help withtechnical issues, and they can conduct research to adegree, but both of my aides come to me with questions allthe time as to how to best conduct a search. They also wantto know why resources are categorized in ways that they are.While they are proficient at what they do, they do not havethe background I received from going to grad school in orderto best do my job.
  • What specific ideas do you have for ways you can advocate forthe position of the school librarian both for yourself and forschool librarians everywhere?
  • I honestly don’tknow. I try to makemyself invaluable toteachers, campusadministrators, parents, and students.I need ideas!HELP, HELP, HELP!!!Working without abudget is evenharder than weimagined!
  • We have to advocate for ourselves first. Whenever there is anything in thelibrary, resource, special programming, reading incentive, I put it on thewebsite (I also am the school webmaster). I sent out emails. I also let meprincipal know what I am doing (esp. all my extras).
  • The research provesagain and again thatstudents that attendschools that have acertified school librariando better onstandardized state teststhan those students thatdo not. In NY, teacherevaluations are nowlinked to these testresults. The results arepublished in thenewspapers. Whywouldn’t districts givetheir students everychance to do well?Librarians teach everystudent in the building.Every time there’scurrentevents/research/articlesabout the importance ofschool librarians, I makecopies and send it to mydept head and schoolprincipal.I give my principalmonthly reports as to“What’s Happening” inhis school’s library. Ialso maintain awebsite that I uploadpictures and articlesto.We have topromoteourselves allthe time.
  • Invite people to visit [the]library to see what ishappening. Be prepared tomeet with decision makers atall levels and discusssuccinctly what happens everyday in a school library. I reallydon’t think they have a cluesometimes!
  • We are attending every meeting our newsuperintendent holds. In addition, a focus grouphas been formed to collect data concerning the18 schools with half-time Media Specialists.
  • We need to be more visible. We needto take credit for the things we do.Too often people find out how muchthey were relying on the media centerAFTER the position has been cut. Thisis not the time for modesty! Are youin the school paper? The newsletter?Do you have an interactive website?A slogan? Does anyone see you atschool events?Librarians have to be included incurriculum development andimplementation as well. This needs tobe encouraged on a district level. Themedia center must support thecurriculum, so librarians need to be inthe know. The greater the separationbetween teachers and librarians, themore likely people are to disregardlibrarians as certified staff membersand not see the need to staff thelibrary with a professional.
  • Show how you make a difference! Show the activities done in thelibrary, both online and throughout the school. Let the teachers fellthat you are invaluable to them through your support andcollaboration. Show the administration through your lesson planningthat you are helping in those areas that are weak on test scores andbring your data to data meetings to help show what you can do tohelp with the information received there. Volunteer for committeesso you know what is happening and you can put yourself and what youdo in the forefront.
  • Know your stuff“See and be Seen”at school anddistrict meetingsand activitiesContribute yourtime andexpertiseSpeak upBuild relationships witheveryone:teachers, administrators,families, staff, students
  • Get out of the preacher choir loop! Whenever you are temptedto speak up at hearings and meetings, don’t do it! Instead, everytime a parent or community member praises your work, askpolitely if you could put their names on an email distributionlist so that if cuts to libraries are discussed, you could contactthem about emailing, phoning or speaking.They will rise to the need and you can sit in theaudience, wondering why every librarian, art teacher, musicteacher, drama teacher, etc. doesn’t do this.…the only real effort in recent years that has worked wasWashington State’s Million Mom endeavor, which saved schoollibrarians and codified that security.Million moms, not a few hundred librarians quoting studies.
  • Be welcoming and positive and helpful toparents, teachers, and students. Neversay “No” except to requests to closeyour library.
  • I speak up often to everyone who will pause to listen. I send out informationabout political decisions that impact our students and the library. I ask forpeople to speak up for libraries. I make information available to people whowish to address the school board. I send questions to the media about whythey are not reporting about this (but get no answers). I have information onFacebook for my library.
  • Market yourself as morethan just the book person.Get involved withtechnology. Use your skillsfor more than just libraryneeds. Make yourself avital member of thecampus in many areas.Librarians have to promotethemselves and show whatthey do. Don’t expect teachersand administrator to knowwhat you do. Show them. Beone of the first to use newtechnologies and teachingstrategies. Share ideas withothers.
  • We need to get on the technology bandwagon. Ourstudents need to learn information literacy and becomfortable navigating the Web. We need to takelibraries to the 21st Century. Students andteachers should continue to have access to booksbut e-books and online resources also have a placein our current day instruction. Someone needs toguide the library into this new era and that shouldbe someone who already knows the importance ofbeing able to find the next book in the series alongwith how do I find information about this or that.It should be an exciting time for libraries andlibrarians; if we get rid of our librarians andeventually our libraries we are going to regretcreating a generation of non-readers and studentswho cannot locate and use information wisely.
  • FinalComments
  • In an environment where most students have no books athome, my checkout service alone provides a step up forstudents and parents who learn to read from the booksstudents bring home. This only scratches the surface ofwhat I do to encourage reading and thinking as a way ofliving a life of choices.
  • If you do a Google search, you could get millions ofresults. Who is there to help students figure out theuseful sites from the worthless stuff? Kids may besavvy with the technology, but they need certifiedlibrarians now more than ever to help them navigatethru all the data that is out there. We are the onesthat are showing the students how the new technologycan benefit them, improve their research and preparethem for the future.
  • I feel that the #1 item on everyone’s list today isachievement, therefore administrators, board members, etc. need torealize the impact that a credentialed Teacher Librarian can have onachievement.
  • Good luck – in our district thefinancial situation is dire. Cutsare being made inart, music, specialed, technology, sports, transportation. I feel that the factthat there will be a full-timelibrarian in each school is avictory of sorts and arecognitions of our value.
  • When the day is done we havebrought education and beauty tothe lives of the students. Wehave given them a look intodifferent worlds and helpedthem to understand their worlda bit better. We have been theanswer to a teacher’s needsand usually asked for in a panic.And we have had fun talkingabout information. If they takeus out of the equation, videogames and cable TV are nowhere near the level of criticalthinking we need to have tosolve the problems of today andtomorrow.
  • I love the library and thepeople who run it! I am not justa school librarian, I am ateacher. Check my teachingcertificate. I teach kids. I amnot just a book scanner.
  • I applaud your efforts, butmy experience has been thatit is not the case of the keystakeholders being unaware ofwhat we do. I truly believeright now, that in my districtat least, they are comingdown to tough choices andlike it or not we were notincluded in any of themandated of educationreform at either the state orfederal level. It is SOdispiriting to know howimportant our work is andknow that no one will be racingto the top or anywhere elsewithout us; and yet, all I’veseen is sad shrugs that this isinevitable. Hopefully, yourwork can turn some headsand change some minds.
  • LIBRARY ADVOCACY:A Grassroots Approach to Change
  • Telling the Dallas ISD Story
  • 2011/12: Setting the StageMAJOR IMPACTS ON FUNDING• State funding decreased by Legislature• Limited time for districts to react to Legislative decisions• Dallas ISD already dealing with funding issues* HUGE budget cuts* Insufficient fund balance.
  • Proposed Cuts• Dallas had 248 full-time librarians in Jan. 2011• District ELT proposed cutting library positions• LMS Dept. proposed an alternative: cut the secondary mediaclerks.• Raising the staffing formula from 1/250 to 1/350 which wouldonly impact the smallest elementary schools (10).
  • ELT to Cut Library Positions• LMS reminded ELT that Media Clerks wouldneed to be hired in the schools cut to half-time. Savings to district would be cut by half.• Ratio 1/500 which would mean the loss of 42elementary positions.• 4th budget plan presented in early to mid May.• Dallas Association of School Librarians (DASL)monitoring the situation.
  • Additional LMS Cuts• Central LMS staff LMS lost 11 positions: all of AV Repairtechnicians and all but 2 Data Technicians (1/2 of all LMSstaff)• Budgets cut by 20%• Central Staff pay cut• Loss of entire Educational Technology Dept. impacted LMSservices
  • Are the clouds gathering -- orreceding?
  • Final Proposed Budget Plan• 5th Budget plan announced at the end of May/ earlyJune• Cut 42 elementary positions and then 2nd high schoollibrarians (14 additional positions)• Secondary librarians joined ranks with elementaryto fight these cuts.
  • Initial Planning Meeting• Early June 2011• DASL issued invitation to all librarians• Approximately 15 responded• Vented and discussed• Looked at TLA/AASL advocacy tools to define advocacy anddetermine strategies
  • Follow-up Meetings• Decided to directly access members of the Board of Education• Message – “Librarians and their programs are integral tolearning on each campus.”• Divided into teams to meet F2F or call• Time was of the essence!
  • Role of DASL• Professional organization• Founded in 1943 as a social organization• Developed into a voice for librarians• Decided to speak to Board members not as individuals but asrepresentatives of DASL• President of DASL addressed the Board Briefing with concerns
  • Google Group• Needed a communication forum that was not a part of the district’s emailsystem• Invited all librarians to join• Way to communicate over the summer• Maintained by DASL Legislative Committee Co-Chairs• Librarians encouraged again to create local teams of grass rootsadvocates on their campuses.
  • Board member discussions• Advised by librarian with considerableexperience in accessing board members• “Talking Points from CommissionerScott” (The Strong Libraries, StrongScores Conference)• Variety of encounters• Unresponsive? Didn’t pursue
  • Core Group Continues• Larger group evolved to smaller core group of 7-8librarians• Met weekly for updates, strategizing and assessingsupport• Used Google group to rally the troops for Boardmeeting attendance
  • Board Meeting –The Time Is Here!
  • June 23, 2011• Representatives signed up to speak• Wore red (nod to TLA rallies at the Capitol)• Parents, students, teachers, librarians stood in supportof each speaker• Message was clear – students will suffer without stronglibrary program
  • The Results• Agreed to reinstate• Chief Financial Officer told to find money• Budget was not amended at this time• Positions were stalemated• Waited out the summer until the budget could be amended inAugust. Kept communicating with Board Members all summer.• August Board- funding re-established for positions cut.
  • Going Forward• District librarians realized that financial issueswould be on-going.• Plan put in place• Emphasis on shifting perception• BIG WOW strategies (Little things that show a big impact)
  • Going Forward• At Library Summit multiple sessions on advocacy andprogram suggestions• No more dead wood• Identified low performing campuses which neededadditional help• Librarians to verify teaching of informational skills• Library program had to be aligned to CIP (campusimprovement plan)
  • Specific Advocacy Strategiesfor ALL• Six weeks Principal Report• Data-based library goals• Higher profile through new district readinginitiatives/motivational events• Ready to share successes
  • •DASL to provide workshops•Consider library committee forselection•Explored Friends group•Continue Google Group
  • WhereAreWeNOW?
  • 2013/14 Budget Cycle• Moving Forward – Getting Librarians to be more pro-active(advocates)• 2 librarians attend the Citizens’ Budget Review Committee for theDirector• News Releases go out on a regular basis highlighting what istaking place in libraries• Budget Cycle- No librarian cuts were discussed!
  • “Grass Roots Advocacy”• Article in SCHOOL LIBRARY MONTHLY (Feb.2012)• Review of the 2011 advocacy event• Link to article as indexed in EBSCO(Professional Development database)
  • Works CitedAASL Advocacy Toolkit: Because Student Achievement is the Bottom Line(http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/toolkits/aasladvocacy.cfm) (accessed June 12, 2011)Campus Librarian’s Mission Statement( http://www.dallasisd.org//Domain/116 )(accessed June 12, 2011)Dosker, N. Speech presented to School Board, 2011.Gray, C. and M. Saucier “Talking Points for Commissioner Scott for the Strong Libraries, Strong ScoresConference”, unpublished paper, March, 2011.Grissom. S. (2011) Planning Meeting Notes, June 13 and June 30, 2011)School Libraries Work (www.scholastic.com/librarians/printables//downloads/slw_2008.pdf) This reportis presently being redone and is not available online. (accessed June 12, 2011)School Libraries and Their Impact on Student Performance(http://ascd.org/publications/researchbrief/v1n18/toc.aspx) (accessed June 12, 2011)Simpson, C. (2011) “Don’t Blame the Principal”(http://www.nytimes.com/roomfordebate/2011/06/26/are-school-libraries-expendable/dont-blame-the-principal ) (accessed June 30, 2011)Texas School Libraries: Standards, Resources, Services, and Student Performance(https://www.tsl.state.tx.us/ld/schoollibs/sls/index.html) (accessed June 12, 2011)