This document provides tips for school library personnel on how to advocate for their programs on the "front lines." It recommends learning how to self-promote without being boastful. Librarians should get organized by creating brochures and elevator pitches tailored to different stakeholders. Data tools like the annual "School Libraries Count" survey and "A Planning Guide for Empowering Learners" can be used to evaluate programs and garner support. Advocates are encouraged to show, not just tell, the library's impact by getting involved in school activities and saying thank you. The key messages of any advocacy campaign should focus on equitable access to libraries and how strong programs support student learning and skills.
Instructional Partnerships that Deliver SuccessSabrina Carnesi
This was a presentation presented in collaboration with Dr. Judi Moreillon of Texas Women's University and teams of teacher librarians from around the country representing Elementary, Middle and High School programs.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Instructional Partnerships that Deliver SuccessSabrina Carnesi
This was a presentation presented in collaboration with Dr. Judi Moreillon of Texas Women's University and teams of teacher librarians from around the country representing Elementary, Middle and High School programs.
I gave a one hour overview to librarians from NH about assessment. My approach to assessment focuses on collection of performance assessments, mapping session level outcomes to program outcomes, aggregating data by outcome, SHARING what you learn, and contributing to program level assessment. I plan for and organize assessment methods into “tiers” with tier one assessments capturing student development of information literacy from a variety of academic experiences, and tier two assessment methods capturing librarians contribution to students development of information literacy. One librarian asked me after the discussion: where should I begin, especially with limited access to students? My recommendation is always to start with what’s already being done. Where are students already being assessed? Look there and see what you can learn about the challenges students are having. Then create your plan, and “start small, but start” as Deb Gilchrist and other ACRL Immersion faculty always mantra.
https://docs.google.com/presentation/d/1pOxo0s29jsQw9PVr7fp1AA7HKeOL8T_YiupQjyZFpGM/edit?usp=sharing
Tertiary Transition - Bridging the Information Literacy GapSenga White
Presentation to FYSEC2017 (First Year Science Educators) on The Tertiary Prep Programme and the need for robust information literacy skills in the transition to academic learning
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Spontaneous Applause: Lightening Talk at SHSU PACE TLC 2020Erin Owens
This short lightening talk from the PACE Teaching & Learning Conference at Sam Houston State University reviews the first-year outcomes of the OER Course Redesign Grant from RFY.
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
Lilac 2019 Making the Invisible Visible: Developing collaborative practice mo...Senga White
Presentation on the collaborative practice between teachers and librarians in New Zealand and the place of information literacy and critical thinking skills in this practice
Tertiary Transition - Bridging the Information Literacy GapSenga White
Presentation to FYSEC2017 (First Year Science Educators) on The Tertiary Prep Programme and the need for robust information literacy skills in the transition to academic learning
Developmentally Appropriate Practices to Support the Young Adolescent
How do you foster academic growth for students in the middle? Developmentally appropriate practices are critical at all levels for student learning and engagement. Refocusing on the middle school model aligns instructional practices with the unique developmental needs of students ages 11 through 15. Teaming, Advisory, and Content Integration enable teachers to leverage the talents of adolescents. This collaboration strengthens teacher leadership, builds student-teacher relationships, and fosters critical conversations around teaching and learning.
Presenters: Patterson Denise & Stephanie Dischiavi - Northview Middle School - Hickory, NC
Spontaneous Applause: Lightening Talk at SHSU PACE TLC 2020Erin Owens
This short lightening talk from the PACE Teaching & Learning Conference at Sam Houston State University reviews the first-year outcomes of the OER Course Redesign Grant from RFY.
Inclusion, connecting to Routman's Read, Write, Think, class reviews, collaboration, supporting literacy learning as a learning leader, Every Child, Every Day, Reading Next.
K-7 full day session. How do we plan with and for the core competencies, the foundation of the redesigned BC curriculum. Notice - name - nurture - a phrase to help us explicitly teach the competencies in a way to increase student ownership and self regulation of these lifelong skills.
Lilac 2019 Making the Invisible Visible: Developing collaborative practice mo...Senga White
Presentation on the collaborative practice between teachers and librarians in New Zealand and the place of information literacy and critical thinking skills in this practice
The Notable Reports Panel Strikes Again: WAPL 2017WiLS
From the Wisconsin Association of Public Libraries 2017 conference and presented by Vickie Stangel, Director, Dodgeville Public Library; Kelly TerKeurst, Director, Dwight Foster Public Library (Fort Atkinson); Gus Falkenberg, Technology and Design Director, Indianhead Federated Library System (Eau Claire); Cindy Fesemyer, Director, Columbus Public Library; Sara Gold, Community Liaison and Service Specialist, WiLS; Andrea Coffin, Community Liaison and Service Specialist, WiLS
Back by popular demand! Each year, a number of new reports about public libraries are produced by organizations like Pew, OCLC, Library Journal, The Aspen Institute, and others. These reports contain valuable information that can help us plan, develop services, and improve existing services, but unfortunately, few of us have the time to read every single one. The goal of this session is to help attendees get an overview of those reports and their implications for our work. Each panelist will share a summary of a report they believe is significant and discuss how they have used or will use the information at their library. Attendees will be encouraged to share other reports and insights that have mattered to them, too!
Takes a brief look at the different types of people who enter the school library, from the school librarian to paraprofessional aides, parent and other volunteers, student aides teachers, administrators and guests, such as authors and public librarians.
Straight Talk about the "B" Word: using the Edge benchmarks in your libraryTechSoup for Libraries
A presentation about the Edge Initiative benchmarks at the Beyond BTOP conference in Colorado Springs, CO and how they might work in your public library with some activities to learn from your peers.
This training, offered in person on November 6, 2014, is the launch of the Colorado State Library's Putting SPELL (Supporting Parents in Early Literacy through Libraries) into Action, a project funded with an IMLS National Leadership Grant.
iLIT Program Development inviting library profession to review on May 30, 2015Manisha Khetarpal
Indigenous Library and Information Technology (iLIT) program is designed on the principles of portable stackable credentials, linked and experiential learning. The presentation outlines the modules and appreciates the instructors and presenters involved in shaping training opportunities for indigenous communities, Please view the attached presentation, share and post your comments.
The Re-education of Administration: Why every school administrator should be ...rhinocerology
Library media programs can sometime be undervalued by administration because they don’t understand the many roles librarians fill or the importance of information literacy in academic success and in the role of being a lifelong learner who uses information wisely. Using SUU’s LM Program curriculum as a framework a review of each course will highlight the roles that librarians fill that administrators need to know about, and appreciate in order for the library to be properly staffed, the space used effectively, and for information literacy to be a part of the regular school curriculum as well as a lifelong skill. Courses include: collection development, cataloging, technology, reference, literature, management and instruction, and practical experience. This presentation will help librarians develop strategies to advocate for their programs and their classroom space with in-house administration and can be applied to district administrators or even city and state level for library support as well as collaboratively when working with other teachers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Home assignment II on Spectroscopy 2024 Answers.pdf
Frontline Advocacy for School Librarians
1. Frontline
Advocacy for
School
Libraries:
How to Add
that Personalized
Touch
Sabrina Carnesi
Virginia Learning4Life
Coordinator
Crittenden Middle School
Newport News, Virginia
sabrina.carnesi@nn.k12.v
a.us
2. Who is „front line‟ in
the school library?
All school library personnel
are front line:
• Certified School
Librarian
• Clerk
• Volunteers
• Technology Support
Specialist(TSS)
• Technology
Curriculum
Instructional
Specialist(TCIS)
3. Here‟s what we
know…
• Legislative advocacy needs to come from
others
• No one hates libraries
• We can provide service & information
4. To Whom do We
Advocate?
* Parents / School Alumni Associations / Community
Members
* Site administrators
* Teachers
* Other School Librarians
• Legislators
• School Board Members
• Accreditation Agencies
• Feeder schools (above and below)
* 4 major stakeholders in a school library program – AASL, 2008
5. Comfort level of
advocating?
“Who am I to talk to these people?”
“I‟m just a clerk”
“I‟m the only library person in my school – no
one wants to listen to me”
“I don‟t want to offend someone”
6. First Step: learn how
to…BRAG!
• Great shameless self-promoters
know that if they don‟t toot their
own horn, no one will:
– Brag!: The Art of Tooting your
own Horn without Blowing It by
Peggy Klaus
(2004, ISBN - 9780446692786)
– http://networkinghq.wordpress.co
m/2010/02/16/how-to-brag-about-
yourself-without-turning-others-
off/
7. Second Step: Get
Organized
1. Generate a brochure or flyer to hand out to your
stakeholders
2. Create promotional pitches addressed to the
stakeholders using the elevator speech or the
bragalogue format
3. For more professional presentations when you wish
to garner help and support for your library program,
organize your library data with the annual “School
Libraries Count” survey or “A Planning Guide for
Empowering Learners”
FORWARD
8. • Excerpt from California School Library Association‟s “Best Sellers”
brochure that is applicable to Virginia school librarians at
http://bestsellers4schoollibraries.csla.net
BACK
9. Sample
STANDARD 4 ~ AUDIENCE: PARENTS
Based on Common Belief #1
– Reading is a window to the world.
I know you want your child to have a
successful life. And so do I. We both believe
that reading is the key to learning for life and
developing new understandings. I invite your
support for our afterschool book club by
allowing your child to participate. (46 words)
N. Silcox – Arlington City Schools
November 2009
BACK
10. •“School Libraries Count” is an online
longitudinal survey available to the public
this year from January through May of each
year.
•All that participates
receive a printout of
their individual
library‟s raw data and
how it compares to
similar libraries
throughout both the
state and nation.
12. • “A Planning Guide for Empowering Learners” is a
program evaluation, planning, implementation
and advocacy tool that will ensure school library
program planners go beyond the basics to provide
goals, priorities, criteria, and general principles for
establishing effective library programs.
• The guide includes a revised School Library Program Assessment Rubric, a tool
that allows school librarians to assess their program on 16 different sets of
criteria.”
• There is also an online version available which produces bar and pie graphics of
your library data:
• View these webinars to learn “How the assessment rubric informs your planning
process,” “The planning process and getting your school community involved,”
and “Using the Planning Guide with „School Libraries Count!‟ personalized
results to advocate for your school library program.”
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/planningguide/planningguideresourc
es.cfm
BACK
15. How does this work
for you?
• Talk to people you see every day: tell
them something interesting about your
job or your program.
• Invite them in: don‟t make the library
hands-off.
16. Third Step: Show
don’t Just Tell
Make Your Advocacy Campaign one of
Action!
• Become more involved (if not already) with
staff development and with the school
improvement planning team!
• Don‟t forget to say Thank You to all that
are involved in the life of your program!
17. 4 Key Messages of
your Advocacy
Campaign Should Be:
1. Students deserve equitable access to libraries.
2. The New Standards provide a blueprint for strong school
libraries.
3. School librarians collaborate with others to provide instruction,
learning strategies, and practice in using the essential learning
skills needed in the 21st century.
4. Students need to develop skills in sharing knowledge and learning
with others, both in face-to-face situations and through technology
5. A strong school library = a certified librarian and a full time clerk
supported by substantial and consistent funding.
In school libraries there can be any combinations of the following: a Certified School Librarian, a Technology Support Specialist(TSS), a Technology Curriculum Instructional Specialist(TCIS), a clerk, avolunteer, or no clear staffing of the library at all. Teachers, in general have their administrators to advocate to, and librarians are the same, but there is no one definitively looking-out-to advocate for school librarians at the higher levels. We, by the nature of our educational system, have to be our own advocates….and our advocacy efforts have to center on gaining advocates FOR us because…
All advocacy needs to come from others – moms/dads, students, colleague teachers and administrators. What we’re seeing around the country is that truly, no one hates libraries – ask anyone about their library and they’ll say good things. The interesting – or ironic - thing about today’s world is that libraries are disappearing because of lack of information to the right people. Our job is to get that information out to the world. So… to whom do we get this information?...
All these people need to hear us - When I ask my school administrators what they needed to know in order to be able to weigh the value of libraries and fight for them, they said: they need to know what the research says about libraries and student achievement & then they need to know what THINGS we do toMake that happen: things like collaborating with our colleagues to make dynamic lessons; providing the instruction students need, and all the rest…. But, the hardest thing to do is to often get that information out there….
Front line workers are often overwhelmed with the day to day of the job… or feel lower on the scale of importance in their system. But we are finding out that it’s important to be able to talk story and that story is often about ourselves and our work – people can’t know what we do unless we tell and show them. And so our first stop is to learn how to Brag…how to get that message out there.
You want to learn how to brag with style and grace. This book was a great start for me. I read it 3 years ago. The author is a Fortune 500 communication consultant who teaches people the business community how to make an impact. The book is filled with advice on how to avoid the common pitfalls such as body language. In pass workshop presentations I’ve introduced the art of writing “elevator speeches” to promote your library program. Klaus calls these speeches “bragalogues” and defines them as “short enthusiastic, continually updated stories that showcase strengths and accomplishments)
1. With the school library crisis in our state on the uprise, it is highly important that we become more focused on getting the message out to our stakeholders, thus we need to become more organized in our approach with ready-made promotional pitches and handout materials. An example of how to become more organized in your advocacy campaign can be taken from the California school libraries’ “Best Sellers” campaign located on their blog at http://bestsellers4schoollibraries.csla.net. School librarians in the state of California have developed a pubic awareness campaign along with a tutorial that is housed on the blogsite:What I got mostly from viewing the site is how the school librarians and their advocates invited the public who already cares passionately about student success, technology integration and readingto bond with them in a strong community based effort to save their local school libraries. This is absolutely an example of how bragalogues / and elevator speeches can applied.
Use the California school librarian’s brochure as an example of promotional material
This is an example of an “elevator speech” using the Common Belief Statements from our new 21st Century Standards. For those of you who are not aware, the Common Beliefs are located on the front to pages of the new Standard’s brochure. There are nine of them. The words in pink are taken from the Common Beliefs.
It works because it’s set at the comfort level of advocating: neighborhood = your friends, neighbors, people you see daily…. Invite them into your library to observe collaborative lessons, research sessions, and ongoing programs of interest.
Action advocacy is all about becoming leaders – lead the curriculum committee, lead your staff in classroom learning 2.0, lead the district accreditation committee, present at content conferences, not just library conferences… and being a leader can include creating those cool programs that bring about big changes on site: “athlete as leaders and readers”; “Million Word Challenge” ; then teach it at conferences and spread the word. BRAND IT and GROW IT until it’s a yearly expectation!
And finally… you’re spreading the word so that administrators, parents/community, classroom teachers and other librarians can understand four key messages…. The biggest one being that a strong school library builds strong students and lifelong learners. Anyone can join in with this kind of advocacy.