Forum Newsletter - Massachusetts School Library Association

President's Welcome

11/15/2015

“We must always change, renew, rejuvenate ourselves; otherwise we harden.” ~
Johann Wolfgang von Goeth

Another school year begins, and this one is already highly energized. The beginning of the school year invites reflection - What will I try to do differently this year? What can I do to keep grounded in my goals for my professional growth and student learning - but also in my personal growth? This year is no different. An array of new district initiatives combined with two Grants as well as interest from colleagues to collaborate on a broad range of curricula ideas have kept me working long hours this fall. It seems as if this year is already speeding by with great intent. What I find interesting is that every educator I speak with feels the same way about their school start up this year. I’ve heard words such as “whirIwind,” “unsustainable” and “so tired already.” I believe the key to grounding these tensions is not only a balance of reflection, growth, and relevancy - but also an understanding of the needs of our community and how the library plays a central role in sustaining the energy that is needed for a successful school year.
Currently, the different entities within MSLA are thinking about all of the elements of our profession and the tensions that are in our daily work lives. How can we assure that our members are getting the professional support necessary - while having the opportunity to develop skills that will assist with best practice, advocacy, and continuous forward movement in the profession? The MSLA executive board will focus on Advocacy this year. With the addition of our Advocacy Chair, Cathy Collins, we will delve into these topics. We are excited to have Cathy as part of our team. Also, watch for upcoming information on a Twitter Advocacy week with Amy Short - join us for collegial conversation around the topic of advocacy.
As the year unfolds new challenges will emerge. I hope that these challenges will push us to move out of our comfort zone and think reflectively about how we are using our position and the library space to bring positive influence into the lives of our colleagues and our students. Are we changing, renewing, and rejuvenating to bring new forward movement, best practice and positive advocacy to our school communities and our professional community? Your opinion matters. Bring your voice to the conversation.

Anita Cellucci is the Teacher Librarian at Westborough High School

Spotlight on Advocacy: Emergency Library Advocacy: Pushing Our Unions to Fight for School Libraries and Librarians as a Social Justice Issue

11/15/2015

Sue Doherty is a School Librarian at Brockton High School

When I first began working in Brockton High School’s library program in 2004, Fran Murphy, one of the librarians who was retiring that year, gave me what at the time was a great bit of advice: “Always remember this -- there’s never an emergency in the library.” And for the first six years that I was in this position this was true, at least in my district.

Although I’d heard the stories about other districts that were eliminating librarians in favor of paraprofessionals and even closing school libraries, at my high school of approximately 4,300 students, we had four libraries with four full-time certified librarians and three paraprofessionals to assist us. Our department’s large district office was located at our school and employed two full-time support staff members, three people who worked on IT and equipment, and a K-12 Coordinator of Library Media Services devoted solely to administering the library program. Our libraries had ample storage and workspace, and the librarians’ schedules were flexible so we could meet with teachers to collaborate during their planning time. All of our middle schools had certified librarians, with some even having paraprofessionals to assist them, and about half of the elementary schools were staffed by certified librarians. Some elementary schools had paraprofessionals running the school libraries, but for the most part we were able to provide a great level of service and instruction to the students and staff in our district.

However, starting in 2010 after we hired a new superintendent who had eliminated almost all of the librarians in his former district, we began shedding certified and professional staff positions as people retired or were laid off and reassigned to different schools. By the 2014-2015 school year, we were down to seven certified librarians from about fourteen in 2004. In addition, many library paraprofessionals had either been transferred to other departments or to staff the school libraries where there had once been certified librarians, so the remaining librarians were by and large working without support staff. We had also lost much of our department’s real estate at the high school and almost all of its office support and IT staff.

Then last May, when Reduction in Force notices went out in our district with a grand total of 233 pink slips and over 90 job eliminations, we found out that they were not planning to lay off certified librarians but instead to completely eliminate five of the seven remaining positions. They were keeping two certified librarians at the high school, but I heard through the grapevine that if it weren’t for NEASC they would have eliminated all of the librarians. This leaves the Brockton Public Schools with two certified librarians for a district of 23 schools serving approximately 17,500 students, over 80% of whom come from low-income households.

At around the same time we received this news in Brockton, I was hearing that the Malden and Whitman school districts had also eliminated all of their school librarians except for those at the high school. In addition, Springfield, which has a progressive union contract provision requiring a certified librarian in every school, was considering going to ¼-time librarians in most of their schools.

Fran Murphy was wrong: there is an emergency in the school library, and it’s national in scope. What we are seeing is a rapidly accelerating loss of school libraries and librarians, and although it is not confined there, this loss is especially pronounced in low-income school districts that serve high numbers of students of color. Last July, School Library and Information Technologies Professor Debra Kachel of Pennsylvania’s Mansfield University published an article entitled “The Calamity of the Disappearing School Libraries” that illustrates this emergency state with some alarming statistics. Kachel reports that between 1991 and 2015, Philadelphia public schools have gone from having 176 certified librarians to just 10, and a large majority of the schools there do not even have functional libraries. In New York City the number of school libraries has been cut by more than half since 2005, while in Houston almost 50% of the school librarians have been cut since 2010. Ohio has cut more than 700 certified librarians in the last decade, and California has just 1 librarian for every 7000 students.

Despite all the studies that have been done in the past dozen years or so proving the impact of professionally staffed school libraries on student achievement, we are consistently put on the chopping block when funding is tight. Looking to the cause of the emergency for help -- the administrators and bureaucrats who keep cutting us because they can only see libraries as expensive spaces full of outdated books and old-fashioned librarians -- has clearly not been working in many districts. Since this trend does not seem to be reversing any time soon, I’ve been reconsidering how to advocate for our programs and students and have been trying a number of different tactics this past year.

Like many other school librarians, I’ve done some traditional advocacy work in my own district. When they laid off a number of librarians and closed two of the four libraries at the high school in 2010, several of us spoke together at a school committee meeting and provided handouts with information to the school committee members about the positive impact of school libraries on student achievement. This did not prevent the layoffs, but there were some call backs for the next school year. Then in the winter of 2013, the principal of a new district evening program for at-risk and older students proposed putting up a wall and taking almost half of my library’s space for offices for his staff. When the superintendent was visiting to explore possibilities for reconfiguring the library, I argued passionately against taking this library space away from the students and teachers in the day school program, and followed up with a detailed memo addressed to her and other high level district administrators about how the space was being used by the over 4000 students and their teachers in our day program, and what it would mean to them to lose that space as well as how it might impact our NEASC accreditation rating. In a compromise, the night school program was given my storage and work room for office space, but at least we were able to save the library space for the students instead of giving it over for staff offices.

In addition to advocating when crisis situations have occurred, all along I have advocated for libraries and certified librarians by striving to make the library and what we do relevant and useful for the students, teachers, and district. I’ve worked on a variety of school and district committees, collaborated with many teachers, supported the implementation of our IB program, served for over 10 years as the book club advisor, helped students publish articles in the local paper, and developed and taught a variety of technology professional development workshops for my colleagues, including volunteering my time on a Saturday every year to teach workshops for our district’s annual technology conference. Two years ago I responded to an invitation from one of my colleagues to create and teach an in-district professional development course leading to three graduate credits offered through Fitchburg. The entire course was designed around technology and research, and a variety of teachers enrolled in it, including kindergarten, ELL, and special education teachers. My certified colleagues and I have also been striving to provide the same level of service during the school day that we did when we had double the staff. However, despite all of our efforts to show that we can provide digital and information literacy instruction for students and professional development for educators using digital technologies, the district leadership decided last spring that computer lab teachers were the ones they needed to keep in order to teach digital literacy skills, so they assigned them the task of teaching digital literacy and eliminated librarians.

After I found out last May that they were eliminating so many of our certified librarians, I went into an “emergency response” advocacy mode. Although we were not the only department to receive so many eliminations, since our department had already been cut so severely over the past five years, it felt like a fatal blow.

I started out with the more traditional advocacy routes. The week after we found out the librarian positions were being eliminated, I decided to attend a school committee meeting and spoke in the open comments period before the meeting. I related to the school committee how shocked we were when we found out that they had eliminated so many of the librarians and said that I was not speaking out of concern for my job but out of concern for the loss of libraries. Most of my discussion centered on the difference between professional librarians and paraprofessionals and how there is a clear and undeniable difference in the education, skills, and training between a paraprofessional and a certified librarian with a master’s degree, emphasizing that we help with college and career readiness by focusing on reading, technology, and research skills. I ended by inviting the entire school committee to visit my library to see what we do, though none of them ever took me up on it.

A few weeks later, I attended and spoke about school libraries in the context of a PARCC community forum at Bridgewater State University. The panel was composed of Board of Elementary and Secondary Education members, the Commissioner of Education Mitchell Chester, and Secretary of Education James Peyser. A large audience was in attendance, most of whom were there to speak against the PARCC exams replacing MCAS. I discussed the cuts in Brockton and told them because we don’t have enough funding, we were closing libraries and eliminating librarians in favor of adding technology to give standardized exams. I also criticized the PARCC exam’s “research simulation” questions, explaining that these questions do not simulate the deep and evaluative critical thinking skills needed for the type of authentic research they will need to do in college.

Then in early July, I attended the NEA’s annual Representative Assembly (RA) in Orlando, Florida with over 7,000 NEA members from around the country. It was the first time I attended this national meeting where NEA policy direction and other business is decided for the coming year. Every morning our state delegation caucused to discuss and debate upcoming business for the day. In our first caucus meeting, one of our NEA directors explained that we could submit New Business Items (NBIs) for the RA to consider up until noon of the third day.

I decided to spend the next day working on an NBI about school libraries. The idea came to me from several posts that New York school librarian and NEA member Susan Polos had made on Facebook about the lack of mention of school libraries and librarians in the NEA’s Opportunity Dashboard, a document the NEA was asking Congress to include in its reauthorization of the Elementary and Secondary Act (ESEA). In my own local union, the leadership had told me earlier in the year that we couldn’t do anything to challenge the replacement of certified librarians with paraprofessionals because past practice had allowed it. It seemed to me as though we were invisible and unimportant not only in our districts but even within our own unions, where we pay dues and need representation just like everyone else. Frustrated with our unions’ lack of attention to what is happening to our field, my goal at the RA was to compel the NEA to see us, to acknowledge what is happening to our profession and to library access for our neediest students, and to begin to help us.

I started out writing an NBI requiring the NEA to add access to fully qualified, certified librarians and well-resourced libraries to the Opportunity Dashboard, but later decided to submit two NBIs. The first one (#89) tasked the NEA with conducting a detailed study on the loss of school librarians and libraries within the NEA and reporting the findings through existing NEA online channels. The purpose of #89 was to support the idea of the Opportunity Dashboard by helping the NEA and lawmakers assess where students were and were not being provided the opportunities afforded by having certified school librarians and well-resourced libraries. The idea for this one came from the work that the MSLA is doing with the Massachusetts legislature to study the state of school libraries here. The second one (#103) required the NEA to add language about access to libraries with fully qualified librarians to the Opportunity Dashboard.

Our state delegation agreed to sponsor my two NBIs, and I submitted them on July 5th, the second to last day of the RA. All of the RA delegates received the text of my NBIs the morning of July 6th, and that day I connected with librarians from all over the country who were happy to see these NBIs in support of school libraries. I spent most of that day networking with other librarians and writing out what I would say when I presented my NBIs to the entire RA delegation. Several librarians and teachers volunteered to speak in favor of the NBIs, and we even employed a sophisticated floor strategy where there are some people standing at microphones ready to yield the mike to other people at other microphones who have prepared statements of support.

We finally got to NBI #89 in the afternoon. I had three minutes to present my case for adoption and then it moved to debate. Since #89 was estimated to cost $36,500 and was coming late in the RA when delegates were starting to worry about the impact of NBIs on dues, the money was questioned. Some wondered why the NEA should spend money conducting such a study since similar studies have already been undertaken by ALA and AASL. When debate was closed and a voice vote was taken, it was so close that they had to call for division, which is where people stand to show their votes. Although the final vote in division was still close, NBI #89 was approved by the delegates and the study is being undertaken by NEA this year.

NBI #89: Adopted As Modified

Using existing resources, NEA will conduct a study of student access to fully qualified school librarians/media specialists and well-resourced libraries/learning commons throughout the NEA. This study shall be published through digital channels and include, but not be limited to, information on the following topics:

1. Current state laws regarding school libraries and staffing.
2. Staffing patterns in school libraries by grade level and state: fully qualified, education support personnel, and/or volunteers.
3. The ratio of professionally qualified school librarians to students, by state.
4. The number and grade levels of professionally qualified school librarian positions that have been eliminated using the last 10 most recent years of available data by state.
5. The number and grade levels of schools that have closed their libraries entirely, by state.
6. A breakdown of access to school librarians and libraries by income and demographic data.

A little while later I went back to present #103, which was much easier to present and get adopted since it was so simple and had a cost estimate of just $500. Libraries and librarians were not mentioned at all in the Opportunity Dashboard, but art, music, physical education, counselors, and other specialists were. After I finished speaking, I looked around the room and saw that many states had delegates walking around holding up large signs that said “Yes,” their state caucus’s recommendation for voting. Seeing so much support for us from our colleagues around the country was moving.

NBI #103: Adopted
Using existing NEA resources, NEA will amend and electronically publish its ESEA Reauthorization “Opportunity Dashboard” to include access to fully qualified school librarians/media specialists as a category of “Quality Educators” and access to libraries and library/media studies as a part of “Quality Schools.”

Within two days of the end of the RA, the language about access to librarians and libraries had already been added to the Opportunity Dashboard and posted online.

Since returning from Orlando, I have continued to actively advocate for librarians and libraries. Later in July I went to Washington DC with a group that lobbied the offices of Massachusetts lawmakers, and I always mentioned the loss of school libraries and librarians in our conversations. At the end of the summer just before school started, I researched the regulations for paraprofessionals in Title 1 schools because my district had put a job ad out over the summer for library paraprofessionals to take the professional positions that had been eliminated. One of the job requirements in the ad was to “conduct library classes.” I have never understood why it is acceptable to replace certified librarians with paraprofessionals and expect them to teach classes but not to replace other certified teachers with paraprofessionals. My research led me to conclude that this practice is likely a violation of federal regulations, which state that instructional paraprofessionals are to serve in an instructional support role in school libraries and are to be directly supervised by certified teachers. I have brought this regulation to my union president’s attention and have also sent it to the MTA. I am hoping that the MTA will have its legal department look into this possible violation of federal education regulations on behalf of all the students in the state who are being denied the services of a licensed, professionally trained librarian-teacher, just because we are so easy to cut and there are no laws requiring us in the schools.

In addition to employing traditional advocacy avenues in our schools, districts, local governments, and state legislatures, reaching out to our unions for help is an area of advocacy that those of us who are working in public schools should begin to explore more. Framing access to well-resourced school libraries staffed by fully qualified, certified librarians as a matter of social and economic justice within our unions is a powerful way to address the issue in cash-strapped districts where libraries and librarians are increasingly becoming seen as an unaffordable luxury for students who need them the most.

Unions that have already developed a focus around social justice issues such as the Seattle Education Association and the Chicago Teachers Union understand this issue of equitable access and are willing to fight for their school libraries and librarians. The Massachusetts Teachers Association has been moving towards a more social justice orientation. On Columbus Day weekend, I marched with an MTA contingent in the annual social activist HONK! festival parade while holding a sign saying “Less Testing More Reading @ your school library” and met fellow MSLA member Erin Dalbec, who had a sign saying “Less Testing More Reading for Pleasure.” It was so great to meet another MSLA member at this event!

Educators in many other cities and states around the country are pushing their unions to move in the direction of social and economic justice. It’s time for those of us who work in Massachusetts public school libraries to do the same. By advocating through and within our unions to raise awareness about the social and economic justice issues attached to school libraries, perhaps we will finally gain more support for our programs and profession so that all students may benefit from having a great school library and librarian to call their own.

Works Cited:
Kachel, Debra. “The Calamity of the Disappearing School Libraries.” The Conversation. Web. 27 Sep. 2015.
   <https://theconversation.com/the-calamity-of-the-disappearing-school-libraries-44498>
“Massachusetts Policies for Instructional Paraprofessionals in Title I Programs: Implementation of NCLB’s
   Paraprofessional Requirements.” Massachusetts Department of Elementary and Secondary Education. Massachusetts Department of Elementary and Secondary Education, July 2003. Web. 27 Sept. 2015.
   <http://www.doe.mass.edu/Educators/title-iia/hq/paraprof_policy.pdf>
“NEA Opportunity Dashboard.” NEA. National Education Association, n.d. Web. 27 Sept. 2015
   <https://www.nea.org/assets/docs/NEA-Opportunity-Dashboard.pdf>
“New Business Item 89.” 2015 NEA Annual Meeting. National Education Association, n.d. Web. 27 Sep. 2015.
   <http://ra.nea.org/new-business-item/new-business-item-89/>
“New Business Item 103.” 2015 NEA Annual Meeting. National Education Association, n.d. Web. 27 Sep. 2015.
<http://ra.nea.org/new-business-item/new-business-item-103/>

Sue Doherty is a School Librarian at Brockton High School

Tech Column: Taming the Ticket Out

11/15/2015

I confess, the Ticket Out (or Exit Ticket) has been the bane of my existence as a library teacher. I carefully prepared lessons, materials, and activities. But unlike classroom teachers, the library teacher doesn’t usually gives tests or quizzes (or even grades in many cases). And we’ve only got the kids for a short amount of time. So how could I determine whether they were actually learning the materials? And with evaluation tools requiring assessment of my objectives or district determined measures, you need hard evidence.
The Ticket Out, or Exit Ticket is one of the most common ways to do a quick assessment. One or two questions on a slip of paper or sticky note that kids have to fill out before they walk out the door. Problem solved, right? Well, yes, but now I’m faced with new problems. Sometimes, I would end up with a students struggling to write complete sentences, or form their letters, so my assessment really became a measure of their handwriting skills, not their library skills.
And even when the students breezed through the tickets, I was now faced with piles of paper stacking on my desk. I confess there were times I just quickly glanced through to look for obvious errors or wrong answers. And converting all that printed data into something I could use as evidence to track my students or share with administrators or parents was tedious.

Using technology for assessment can help solve all of these issues. With data in digital form, it’s much easier to analyze and track student performance. And while I started using these tech assessments to make my life easier, in many cases I found it was easier or more engaging for the students as well. WIth younger students it was amazing the difference in response I got between handing out pencils and slips of paper, and saying “go on the computers/iPads.” And telling older students it was time to take out their phones for a poll is always popular!

Forms, polls, and digital quizzes
These tools aren’t really changing the format of the ticket out other than to make it digital. But that can be a huge time-saver for you and your students.

Google Forms - this is my go-to tool for a ticket out. It takes just a few minutes to create a form, which you can offer to students through a link or embed on a web site. You can have multiple choice questions, true or false, open text response, or even rate things on a scale. For students who have issues with handwriting or typing, being able to choose from a drop down menu can save time. But the best part is that all the responses get automatically entered in a spreadsheet for you to analyze. Google will even prepare charts and graphs based on the results for you to quickly get a look at your class results.

A Google Form used in third grade:

A Google Form used in High School and embedded into a Research Guide:

Poll Everywhere - for older students. This tool allows you to set up an online poll that students can answer via text, tweet, or a web browser, and view the results in real-time. This is an excellent tool for a formative assessment - survey your students at the start of class and then survey them again at the end to get a snapshot of their learning. This is also a handy tool when you have limited technology - all kids need is their phones (in classes where not everyone has a phone, I’ve supplemented with a few laptops or iPads.) The basic tool is free, upgrading to a paid account gives you tools like reporting, grading, and moderation.

Poll Everywhere options:

Open Response Sites
Students can post responses online, responding to a question prompt or each other’s comments.

Padlet - formerly known as Wallwisher, this site functions as a virtual bulletin board. Set up a padlet and post the link (or embed it in a web site) and students click to add their comments. Students don’t need an account to login, so it can be used with elementary or middle school students as well as high school. Since all comments are public, this is also a good opportunity to talk to younger students about online etiquette and safety.

TodaysMeet - This tool is essentially an online chatroom for your students. You can use it as a backchannel in your class - a place where students can log in and post ongoing commentary and questions. But It can also be used for assessment - ask a question at the beginning of class to get some feedback of where you’re starting from, then ask again at the end to see what has changed. The backchannel can also be a great way of getting a response from students who may not be comfortable raising their hand or sharing out loud during class. The tool is free, but you can upgrade to a paid account for teacher tools such as pausing the conversation or “muting” students.

Voice Recording
Why make students write at all? For some students simply talking through their answers can be easier (and less stressful) than writing their answer down on paper. This can be especially effective with younger students and when trying to assess something more subjective than a yes or no or multiple choice question.

AudioBoom - AudioBoom is a tool designed for creating and sharing podcasts. But it’s also a great way to capture and share student responses. Apps are available for iOS and Android. The finished product is an audio-only format with an image and title attached. People (including parents) can also subscribe to your feeds to keep up to date on what their students have to say. On this page, students used to the tool to create short audio book reviews.
VoiceThread - This tool does require paying for a license. VoiceThreads are like digital slide shows where visitors can leave comments using audio, video, or text. The finished results can be shared as a link or embedded on web sites. In this VoiceThread, fourth grade students finishing a unit on the school’s Acceptable Use Policy talked about what they had learned and why.

Other Options

Twitter - set up a hashtag for your lesson and have students tweet out a response or comment. Tweet during class and watch the comments roll in in real-time, or set up a time limit for them to send their comments (ex. send at least one tweet by tomorrow) and then review the results in the next class. As with Poll Everywhere, telling students it’s okay to use your phone in class is generally a hit.
Photos - ok, but what if you have students who can’t type, read, or write (any kindergarten teachers here)? Or the work they’re doing doesn’t lend itself to a ticket out, but you still need to produce some evidence? Use your own technology to grab a quick snapshot of their learning. for instance, have your K class point to parts of a book, or grab an image or students collaborating on projects - now you have a digital record of their work.

Margaret Schoen is a librarian at Newton South High School.

Designing the School Library of the Future

11/15/2015

There is perhaps nothing more exciting and stressful in a librarian’s career than designing a new library. In graduate school, I recall my professor saying that everyone should have this intense and wonderful experience…but only once. I feel fortunate to have had this opportunity fairly early in my time as the Greenfield High School librarian as I now get to reap the benefits of managing and teaching in a space I helped design for years to come. For those of you who have yet to embark on this adventure, here are my top ten recommendations from what I learned along the way.

1. Build a relationship with the architect and furniture designer.

In the context of designing an entire school building, the library is a relatively small part of the project. You need to be prepared to demonstrate how the library is a center of literacy, technology, innovation, and collaboration. Keep statistics, take photos of the library in action, and educate the people who will actually design the new space. Once the key people are on board for the vision you have for the library, the possibility of having the space you want becomes tangible. Without them, though, all hope is lost.

2. Do your research.

What are the latest trends for school library design? You must do your homework because the architect and furniture designer won’t do it for you. The library they likely expect to design is the one they had when they were in school. Those libraries were often lovely spaces with rows and rows of towering bookshelves offering quiet contemplation and a place to read and do schoolwork. Designing that space seems easy and pleasant since those libraries are often beautiful. However, if you want a 21st century learning commons style space that can adapt in the future as the needs of students change, you will need to provide the literature to support that vision. Read journals, put together a Pinterest board, and tear pages from library furniture catalogs. When you sit down at planning meetings, give them the look you want rather than letting them sell a vision to you.

3. Be your own advocate.

Rarely do things magically happen. If you want something, you have to lobby for why it is important. If you want an area for a makerspace, be prepared to provide an explanation as to why this is an important development in school library best practice. If you want a class set of laptops or iPads, figure out how you will utilize and manage them to make them a worthwhile investment. A building project offers the opportunity to thrust your library program into the future, so don’t plan to just maintain the program you have now.

4. Ask.

Don’t assume you won’t get what you need. Ask, be willing to negotiate, and be prepared to just accept “no” sometimes. When I asked for a sink in the library (we all know how helpful this would be), I received shocked looks of puzzlement and a flat “no” due to the increased cost to run plumbing through the library. Yet when I asked for additional lighting in the fiction section after construction, everyone agreed the section was too dark and additional lighting was added to a change order. This is your one chance to ask for what you really want/need, and there’s a good possibility in a large scale building project that your dream can become a reality.

5. Be persistent.

Keep asking questions and provide lots of information and ideas. Don’t worry too much about being a nag because you are the only one thinking constantly about the library’s design. The more you remind the people in charge of your vision the more likely they will remember it.

6. Be available.

If you want to be consulted about decisions or alerted when furniture arrives and shelving is installed, make sure you are easy to reach. Over the summer, give your cell phone number to the architect, furniture designer, and anyone else who might need to ask you questions. When decisions are made without you, often mistakes happen that you have to live with in the end. Let everyone know that you are willing and want to visit the building site or review furniture orders. A lot of times I would not have been consulted if I didn’t insist on being involved. Don’t assume you will be asked your opinion; instead offer it at every opportunity.

7. Follow up.

When things don’t arrive in your library like you expected them (or at all), don’t just assume they got nixed from the budget. Ask where your equipment is, when your fiction shelving will be arriving, and why the lighting in your fiction section is inadequate (yes, all of these things happened to me). Again, be an advocate for what the library of the future needs.

8. Expect mistakes and document everything.

A couple of weeks before the first day of school, I got an email from my principal telling me that the bookshelves had finally arrived (albeit a month later than expected). I eagerly rushed to the library to see the new space with the shelving and was horrified by what I discovered. Four large free-standing shelving units were one shelf lower than planned. This would reduce the shelf space for the collection by approximately two thousand volumes. I had already weeded the collection by half before the move, so reducing further would be exceptionally challenging and be a disservice to the students and teachers. Gulp. Thankfully I had all of the email communication to prove that we had indeed agreed upon taller shelves and the situation was eventually (months later) rectified.

9. DIY.

Even with a new building there were things that were not included in or cut from the budget - for me that was signage (not included) and magazine shelving (cut). I found a great typewriter font for free online and printed letters on pages from old books to create uniform themed signage in the library. For the magazines, I needed to think outside the box. I took suspension curtain rods and put them up in the large, copious windows between the library and the hallway. I put magazines in facing both directions for an innovative and eye catching display. In the end, I like my signage and magazine display better than the generic options that would have been purchased as part of the building project. The unique designs that you create will give the library character.

10. Keep a list of what’s wrong in the new space.

Before the builders and architect are gone, make sure that you have logged and reported every broken
door lock, leak (yes, I’ve had leaks), and furniture malfunction (wood arms that come off?!). You typically have one year after inhabiting the space to get things fixed; after that it becomes your problem to fix or endure.

My school is having an open house for the public to check out the beautiful new building on Saturday, October 24th from 9 a.m. -1 p.m. Please join me here if you’d like to tour the new library (and school), and to share ideas about library design. I’d love you to see our beautiful new space in person.

Jessica Pollock is the librarian at Greenfield High School.

Academic Column: From Legislation to Action: Equitable Access to School Libraries in Massachusetts

11/15/2015

In July, 2013 the Commonwealth of Massachusetts Senate passed the legislation that established a special commission on school library services (Bill S.1906). The charge of the commission was to conduct a research study that investigates equity and access to school libraries across eleven specific domains:

(i) how school library programs can be further developed to ensure that the programs reflect changing technology and best serve the students; (ii) how many schools in each district have a school library and a credentialed school librarian and in how many schools is the librarian a full-time position; (iii) the ratio of students per credentialed school librarian; (iv) what other support staff work in the school library program; (v) how employees are scheduled to work in school libraries; (vi) the hours school libraries are open each week for students and faculty to use; (vii) how many hours each week school librarians provide direct library-related instruction to students; (viii) the number of computers in school libraries for students to access; (ix) the size and age of the collection in each school library and the extent to which electronic and digital materials are available for students to access; (x) the extent to which electronic and digital materials are available for students to access remotely; and (xi) current funding per student for school library materials and services (The 189th General Court of the Commonwealth of Massachusetts).

MSLA members Kendall Boninti (MSLA Legislative Chair) and Judi Paradis (MSLA Past-President) serve on the Commission. The research study is being developed by Drs. Carol Gordon and Robin Cicchetti (MSLA members).

On Saturday, September 12th, sixteen MSLA members met in the Westborough High School Library to participate in a pilot of the S.1906 survey. The school librarians who participated came from across the state, and represented schools and students from pre-K to postgraduate years. The rich and thoughtful feedback generated during the pilot will be invaluable to the revisions and the power of the final survey. The pilot study participants were Leigh Barnes, Maya Bery, Kendall Boninti, Anita Cellucci, Laura D’Elia, Maria D’Orsi, Kristin Foti, Barbara Gogan, Keri Johnson, Connie Long, Claudia Palframan, Judi Paradis, Chris Steinhauser, Nancy Stenberg, Carrie Tucker, and Jennifer Varney.

The state studies from New Jersey (2010), Pennsylvania (2012), and Washington State (2014) have all confirmed findings of previous state studies that the presence of an effective school library program positively impacts student achievement regardless of economic disparities. The Massachusetts pilot study was generated using the eleven domains outlined in the legislation. Ultimately, the study will provide a snapshot of school libraries across the state, and will generate conclusions around issues of equitable access to the instruction and resources available to students, the factors that enable a successful school library program, and the barriers to equitable access for all students.

The study is designed in two phases. Phase I is a quantitative survey that will provide hard data in the form of a “snapshot” of school libraries in the state. For example, currently we do not know what percentage of schools have library programs, or how many programs are being run by licensed school librarians. Other hard data from domains such as instruction, collection information, funding sources, staffing ratios, technology, and hours of access, will help generate conclusions about the equity and access to the instruction and resources available through the school library for Massachusetts students. Phase I is designed to obtain crucial baseline data from every school from all 351 districts and scheduled for launch in mid-October, and preliminary analysis is scheduled to be delivered in March, 2016.

Phase II of the survey will be comprised of a series of focus groups and will generate qualitative data. During this phase school librarians will be asked to share their experiences and insights across the eleven domains listed in the legislation, providing feedback and richer context on the Phase I data. The result of the Massachusetts study will be “formal guidelines for school library facilities, budget, staffing, collection development and curriculum standards for school library programs” (The 189th General Court of the Commonwealth of Massachusetts).

Works Cited:

An Act Resolve creating a special commission on school library services in the Commonwealth, S. S.1906, 1906 Gen.

   Court (Mass. 2014). Retrieved from https://malegislature.gov/Bills/188/Senate/S1906

PA School Library Project (Ed.). (2015, July 14). Pennsylvania School Library Study: Findings and Conclusions. Retrieved

   September 13, 2015, from PA School Library Project website: http://paschoollibraryproject.org/home

Todd, R. J., Gordon, C. A., & Lu, Y.-L. (2010, July). Report of findings and  recommendations of the New Jersey School Library

Survey. Retrieved from http://cissl.rutgers.edu/images/stories/docs/njasl_phase_1.pdf

The Washington State School Library Impact Study (Washington Library Media Association, Comp.). (2015, April).

   Retrieved from https://wala.memberclicks.net/assets/WLMA/Advocacy/wsslit%20exec%20summary%204.7.15.pdf

Robin Cicchetti is the librarian at Concord-Carlisle Regional High School

ALA Annual Conference - San Francisco

11/15/2015

It’s always a treat when an ALA Annual Conference is in a great city - and what city is greater than San Francisco?

Picture of San Francisco

Library Pride!
The annual ALA conference is always an opportunity to develop librarian pride. The keynote speaker opening our conference this year was attorney Roberta Kaplan, who was instrumental in arguing the Supreme Court case that overturned the Defense of Marriage Act. Kaplan spoke to librarians on the day that the Supreme Court nationally legalized same-sex marriage, which also happened to be the start of Gay Pride weekend in San Francisco. To say there was some excitement in the city would be an understatement.

However, an even greater source of library pride might have come from listening to Representative Nancy Pelosi present an award to the librarians in Baltimore, Maryland who kept their branch library open as a safe haven for residents during rioting this spring. As seen in Ferguson, Missouri last year, Baltimore librarians provided a gathering place for children, food, diapers, and computer access throughout this tumultuous period. Librarian Carla Hayden received a standing ovation when she told us, “the library was doing what libraries do.”

Another highlight of the conference was Saturday’s opening speaker Gloria Steinem, inspiring leader of the feminist movement in the 60s and 70s. Sporting her iconic hairstyle and seemingly ageless, she urged the standing-room-only audience to commit to some form of activism throughout life and cited the accomplishments of many early American female activists who inspired her to become a catalyst for change. Her new memoir, My Life on the Road, is due to come out in October.

And as always, we spent a fair amount of time in the vendor halls getting swag to ship home to our friends in Massachusetts. ALA swag will be part of the fun at our EdCamp event in late September.

Leadership Summit:
A highlight of the conference was the AASL Leadership Summit, a day-long workshop organized by AASL leadership to both help this organization work more closely with its state affiliate organizations, and to help AASL develop national leaders for the school library community. Anita Cellucci and Judi Paradis attended this event as MSLA representatives.

After a welcome by outgoing AASL President Terri Grief and Executive Director Sylvia Norton, we spent the morning digging into the work AASL is doing to support school librarians and their state organizations. Members of the AASL Board explained how the organization is structured, and described how concerns from each region could be heard and addressed at the national level. There has been a significant restructuring of AASL representation and committee work over the past few years, and the Leadership Summit provided a good opportunity for school library leaders from around the country to see how they could most effectively work with AASL.

In addition to helping delegates understand new AASL governing structures, the Leadership Summit provided helpful information about building state organizations with tips for growing and maintaining membership, using AASL’s advocacy tools, and using AASL online discussion groups and professional development materials to strengthen statewide support for school librarians. We concluded the event by rotating through a series of “best practices” discussions that focused on everything from communication strategies, conference and professional development ideas, and legislation.

Much of the work AASL takes on at national meetings is done through the Affiliate Assembly, a group comprised of representatives from each state that meets in regional groups at the Midwinter and Annual ALA meetings. Regional groups elect directors, representatives, and coordinating teams to organize their delegations and work on specific initiatives. Affiliate Assembly delegates are expected to share information about library concerns from their region through a formal process that culminates with an annual vote where affiliate assembly members ask the AASL national board to take specific actions on member concerns. For example, this year Region 1, which is comprised of the New England states, put forward a concern regarding the time and space required for online mandated tests. After coordinated discussion over two meetings, Affiliate Assembly members voted to ask the AASL Board to examine the impact mandated online testing is having on access to library materials and services. Please see the related Forum article for details about all of the concerns and commendations that were forwarded to the AASL national board.

Meetings:
Kathy Lowe and Judi Paradis participated in the meeting of the AASL National Conference Committee. Kathy is Conference Co-Chair, with Debra Kay Logan of Ohio. The conference will be held November 5-8 in Columbus, OH. Judi is co-chair of the Program Sub-Committee, which reviewed, selected and scheduled the conference sessions. The conference committee is made up of school librarians from around the country. It has been meeting for the past two years at ALA Annual and Midwinter conferences and holds monthly conference calls to plan all aspects of the program. You can find all the details on the conference website. We hope Massachusetts will be well-represented at this bi-annual conference exclusively for school librarians.

Amy Short attended the AASL Supervisor’s Section (SPVS) meeting. SPVS focuses on issues of and collaboration between school district library supervisors and directors. In addition to discussion about many AASL organizational initiatives, SPVS also agreed to begin contributing monthly posts for a Supervisor’s Corner blog as part of the Knowledge Quest online community. These posts will be written from the perspective of supervisors advising building-level librarians on best practices. Upcoming topics will include supporting literacy, diversity in collections, organizing author visits, and crafting annual reports.

President Takeaway - Anita Cellucci:

The AASL Affiliate Leadership Summit was a valuable experience, as the new president of the association, in that it allowed me to look at MSLA conceptually - through the lens of myself as a leader and also through the lens of development of leadership from within MSLA membership.
In order to do this effectively, in my opinion, it is necessary to understand the psychology of leadership development. The Summit was helpful in understanding the key components of leadership development, membership development, and how AASL can support through these efforts.
Here are my big takeaways from the Summit:

Lead by example:
- Respect different points of view
- Trust others to do the job
- Know the big picture
- Have reasonable demands and provide support
- Delegate
- Help to develop individuals
Think about MSLA as an avenue to leadership as well as recognition at AASL
- Nominate our New Librarian Awardees to AASL Emerging Leaders
- Actively seek out the talents of our membership
- Stay open to innovation
Think about MSLA membership as a community
- Ask for engagement and provide opportunity that is meaningful and influential to members
- Invite members to become part of our community in ways that give value to our members

My hope is, throughout my term as president, that members will reach out with ideas and innovative thoughts about how we can continue to make MSLA relevant, productive, and important, to the role of school librarians in education.

Anita Cellucci is the Teacher Librarian at Westorough High School, Judi Paradis is the Librarian at the Plympton Elementary School in Waltham, Amy Short is the Assistant Director of Library Media for the Cambridge Public Schools, and Kathy Lowe is Executive Director of MSLA

High School Column: Ch-Ch-Ch-Changes

11/15/2015

As a new school year begins, I find myself excited, exhilarated and overwhelmed all at once. My guess is that I’m not alone in experiencing these conflicting feelings that go along with the territory of being a school librarian/media specialist in today’s ever changing educational landscape.

This past year, our high school library was renovated to provide a more modern, up-to-date, technologically and visually pleasing learning commons area for our students. As with any major change in any organizational setting, the renovation created its share of controversy, from the number of books removed to the addition of a teen friendly café seating area, lounge chairs, new technology including computers, large screen TVs and even a colorful fish tank complete with living, breathing fish. Through the support of the Library Task Force, my high-energy, “can do” principal and our equally inspiring director of technology, the vision of a modernized and beautiful library space was realized.

Along the way, as mentioned, the journey was anything but smooth. I have a favorite Warner Brothers cartoon, “Punching the Timeclock,” that summarizes the ride. It stars Sam Sheepdog and Ralph the Wolf, who enjoy breakfast together, leave the house and go to work, thereafter spending the day attempting to “blow the bejeezus” out of one another until the 5:00 p.m. bell rings and both hold hands, exiting stage left together. This is perhaps an overly idealistic image but one I nevertheless embrace. It is important in this education business, and in the larger business of life, to engage all mental forces in debate and also to reach a peaceful resolution that all parties can live with…

As a librarian I am first and foremost a book lover at heart, so even knowing that these library space changes needed to happen for the sake of our students, I had tearful moments as I discarded the old to make way for the new. During our book giveaways for students, staff and community members I started to feel better as I watched students and staff eagerly stockpile and carry away armfuls of dog-eared classics.

Though I embrace the engaged learning that happens when the right technology tools are put into play in our schools, I will also continue to see the promotion of reading as an important part of my role. Books have less of a “wow” factor, certainly, than the large, shiny new desktop computers and portable laptops plus Ipads, but apparently they are still much loved by a large number of staff and students in my school community. I see this as no random accident, but the result of parents, teachers and other adult role models who have encouraged our students to value reading and the pursuit of knowledge in all forms, whether by weathered, yellowed print copy or on shiny electronic gadget.

Smiling widely as I enthusiastically greeted our ninth grade students at the door, I was delighted to see their equally smiling expressions as they glanced across the new library space during orientation activities. That space includes modernized technology, new books and also “nooks.”

If we can hold fast to our values as professionals and remain open to change and innovation at the same time; if we can respectfully dialogue about how best to implement that change, including all stakeholders; then we will serve our students and each other well on this “Jeweled Dance Floor.” In the words of David Bowie, “Let’s dance!”

If God
Invited you to a party
And said,
“Everyone
In the ballroom tonight
Will be my special
Guest,”
How would you treat them
When you
Arrived?
Indeed, indeed!
And Hafiz knows
There is no one in this world
Who
Is not upon
His Jeweled Dance
Floor.
–HAFIZ–

Cathy Collins is the Library Media Specialist at Sharon High School

Marketing our E-book Collection

11/15/2015

Marketing materials our school community can’t touch or even see, can be a challenge. E-books are essentially intangible. They don’t become real until you download a title onto a phone or tablet. I’ve found I’m keeping my cell phone in my pocket at all times so I can quickly click and show people the app and interface whenever I try to convince someone to borrow an e-book.

I’m a librarian at a middle / high school in a small town and serve students in grades 7-12. The library owns 20 Nooks with pre-loaded titles and we are a Commonwealth E-Book Collection library. (Disclaimer: I’m on the steering committee for the collection and also part of the collection development group, purchasing the teen e-books and audiobooks, so obviously I think the collection is pretty nifty and worth marketing.)

When we joined the Commonwealth Collection the first thing I did was put a link on my website and posted notices on the Library Facebook page. Now, because I’m a librarian and that’s what we do, I Googled “marketing e-books.” I found a library with a cool sign exploring the concept that the “Library” extends far beyond the four fixed walls. I also found libraries that place stickers on covers of physical books proclaiming “Now in eBook Format!” (However these people obviously don’t work in a school and have far too much time on their hands.) Something I did do, mentioned in articles, was put a bright yellow card on the book shelf where the Fault in Our Stars should have been shelved that said

“Physical book checked out?” Borrow one of our Nooks with Fault in Our Stars already loaded!”

Kids that said they normally didn’t like e-readers borrowed the book just to get it quickly. Word got around that we did have copies of the book. Student “word of mouth” is important in marketing any kind of book. Students who read our e-books often tell their friends about the collection. Derek, one of our high school juniors, was reading a sample chapter of American Sniper and wanted the rest of it. I told him I would include it in my current book order which would take about two weeks. He said thanks but didn’t seem enthusiastic. Derek started to walk away when I remembered the Commonwealth eBook Collection! Ten minutes later, he was happily reading chapter two of the book. A couple of days later another student came to me asking for a “phone book,” and he was not looking for the yellow pages. My students like instant gratification. E-books are good for that. Like marketing anything I think you need to find the value in a product and then communicate it to the customer. Lately I’ve been trying to pitch the idea that student borrowing is private.

I currently have a bulletin board that talks about the anonymity of borrowing e-books. I highly doubt that one of my students would march up to the circulation desk clutching a copy of Bedbugs! They would be afraid that Mrs. London might judge them (and carefully check any books they return!) Students who want to read about bedbugs can now do so without me knowing about it. When I’ve spoken to students about this concept I’ve used bedbugs as an example but really what I’m telling them is that we have books on sexually transmitted diseases, and substance abuse.

Another advantage of e-books I stress is that they don’t require heavy lifting. Backpacks are already too full. E-books are also great for travel. My first big “marketing campaign” came right before the school trips to France and Spain. I made arrangements to visit the World Language classes and pitched the collection. A few students came after school to get help downloading the apps. I suggested tour guides as well as pleasure reading for airplanes and airports.

My marketing campaign also targeted the teachers as potential users of the collection. They are the people who create the assignments and drive the students to e-books for school use. I presented a brief intro one afternoon during our professional development time. I pointed out to the teachers that students can simultaneously use the BiblioBoard component of the eBook collection. Our brand new class, “History of Espionage and Spying” doesn’t have a textbook, so it was convenient that every student in the class could access the History of Espionage: Spycraft Through the Ages collection at the same time for their research.

Marketing e-books in this respect is very similar to marketing a print collection. Find out what the class is doing and provide resources. Last spring I worked with a social studies teacher creating a bias unit using biographical graphic novels of political commentators. The class had a smackdown between Jon Stewart, Stephen Colbert, Glenn Beck and Bill O’Reilly. Co-teaching helps push circulation stats because when I create the assignments I require students to use the e-books. During the month I taught the Victorian Era, one of the widely circulated books in the state was Mrs. Beeton’s Book of Household Management, part of my Biblioboard curated collection.

To “sell” my print collection I create booklists. I do the same thing with my e-book collection. The Baker and Taylor Axis 360 collection allows libraries to create staff picks so I created one for the seventh grade Science Body project. I emailed a link to the teachers and also put a link to the list with a jpeg I created from a screenshot onto our Facebook page and magically those books circulated!

As a Commonwealth Collection Library we are fortunate to have pre-existing promotional materials available to us thanks to Celeste Bruno at the MBLC. The three companies that are part of the collection also create their own bookmarks and posters. I created my own tri-fold brochures that are prominently displayed during open house and parent teacher conferences. E-books can get expensive if you are a parent. It is nice to let families know that our students can borrow these books for free!

My library also has student created promotional material. Last year I decided to let my 8th grade Information Literacy students market the collection for me by creating videos, screencasts and handouts. https://docs.google.com/presentation/d/1af_E-tUvFEgl2jMN7lVHjlm4CzxhNF8l5MV7gNbq6CA/edit?usp=sharing
Their creations are of varying quality but the goal of the unit really is to expose the students to the idea that we have e-books. To be honest, I don’t really care if students read a print book or an e-book; I just care that they are reading! (Although e-books are MUCH easier to shelve!)

For More Information:
http://www.emeraldgrouppublishing.com/librarians/features/king_ebooks.htm#sthash.20QKyXYM.dpuf”

https://docs.google.com/a/apps.avon.k12.ma.us/file/d/0B4uMdJdKxnpINDgzZmUyZWEtNDc1ZS00YTlmLWI0NzgtYzUyOTdkOWZhNTJl/edit?authkey=CIOx5_gC

http://blogs.overdrive.com/promotional-ideas/2013/01/03/give-your-ebooks-a-physical-presence-sacramento-public-library-shares-marketing-ideas/

http://www.emeraldgrouppublishing.com/librarians/features/king_ebooks.htm

http://avonmhs.axis360.baker-taylor.com/StaffPicks#

http://www.masslibsystem.org/wp-content/uploads/ebook-newsletter-4_20151.pdf

http://www.masslibsystem.org/wp-content/uploads/ebook-newsletter-5_2015.pdf

Patricia London is the Library Director at the Avon Middle-High School

Picture Book Column: Five Tree Books for Fall

11/15/2015

One of the liabilities of being a teacher and children’s librarian for 45 years is that it’s difficult to get through a day without thinking of a children’s book…images, both literary and graphic, come to me almost daily! Being newly retired I miss all those opportunities of sharing my favorite books with children and teachers. So perhaps you can imagine the joy and appreciation I felt when the editors of the MSLA Forum asked me if I’d be interested in doing a column about children’s books. I didn’t hesitate -- though now I am, hoping that the books I select will be books that many of you are not so familiar with, and ones that you might find useful and as delightful and compelling as I do! I would love to have some feedback (positive or negative/constructive) which will help me formulate this column to be something you as librarians will enjoy and be able to use within your work with children.

I decided that a good topic for the Fall Forum might be “trees” – how can we miss them? For us in New England, trees bring untold color and beauty in the fall and spring, shade and comfort in the summer, and beauty and promise in winter.

One of my favorite fall books (I must make a disclaimer here, I have lots and lots of favorites, as I’m sure you do, too!) is The Little Yellow Leaf by Carin Berger (N.Y.: Greenwillow, 2008). I find this book filled with a child’s wonder. What if…you were the very least leaf on a tree, out of how many thousands or more, and you just couldn’t let go. I loved to have children think about that. Would they have let go with all their friends, been the first? What would it feel like to be the very last? And then…how would you feel looking to another part of the tree and finding out that you weren’t alone. There’s another leaf, a red one, over there! “You’re here?” “I am.” “Like me!” “Will you?” “I will!”

The illustrations in this book are equally engaging…follow the swirly yellow line at the beginning of the book through the endpapers and the title page to the little yellow leaf, and again at the end when it lets go, soaring with its friend, the red leaf. The font changes in style, size and color on the pages of many types of paper: graph, lined, colored and collages. Berger is known for her use of ticket stubs, newspaper, receipts, and all sorts of ephemera in her illustrations. Especially effective, I think in her double page spread collage illustration of the sun, and the bird’s eye view of the patchwork fields. All of the elements of this book work together to give the reader a total sensual experience.

Massachuseets state science standards includes the study of trees. I loved to share A Log's Life by Wendy Pfeffer (N.Y. Simon & Shuster, 1997) with my students. I would open the book and begin leafing through the pages. Then I would read Robin Brickman’s ”Illustrator Note” on the dedication page “I made the illustrations by cutting, painting, sculpting, and gluing pieces of watercolor paper together … with the exception of an occasional human hair, the illustrations consist only of printed paper and glue.” Suddenly everyone is looking, coming closer, and there are words of disbelief.

I’ve got them! The book begins, “Deep in the forest a great oak tree stands”. There is a picture of the great tree, but it’s a bird’s eye view! The different perspectives the illustrations take throughout this book encourage the reader to look more closely. And then the text, the beautiful descriptive text takes us through this circle/cycle adventure of what happened to the old oak tree. The text uses verbs that are rich and just as descriptive as the adjectives. Here are some from one of my favorite pages “strong wind whips…old oak bends…rain pelts…wind tosses…lightening flashes and sizzles down its trunk…thunderous crack startles … tall oak begins to topple…squirrels scramble…blustery wind tears …tree crashes down, shaking the forest floor…Branches break. Limbs splinter. Leaves scatter.” The story continues with what happens to the tree, the animals that inhabit it, the weathering and rotting of it, until “What is left looks like dirt. It feels like dirt. It smells like dirt. It is dirt.” And of course, an acorn falls. From a nearby oak tree…

Poetrees by Douglas Florian (N.Y.: Simon & Schuster, 2010) is a wonderful book to share because its message is completely meshed in the structure of the book. In order to read it, you need to hold the book vertically, as a tree stands. Florian’s poetry and his stylized illustrations give readers an image of the uniqueness of each tree. I especially love the “Baobab”. Having seen these trees in the African landscape of the Serengeti, it’s hard to not be impressed by them. “Upside –Down Tree” perfectly describes the Baobab with its branches looking like a tangle of roots at its thick top instead of reaching out sideways from the tree. This book is made for reading aloud. The white text often blends in with the pictures and is sometimes hard for a child to read. Reading it aloud, however, the text blends with the pictures and students can see what they hear - rich descriptive language blending with loose illustrations using a variety of medium, selected appropriately for each of the different trees. Many appear childlike and students can feel as though they could have done them.

The poem for “The Seed” takes the form of the infinity sign, appropriately representing the cycle of life. If you look closely at “Roots” you can see a stylized picture of a person and the lines going down and sideways are the roots “to help the tree get a grip, To anchor it so it won’t slip”. “Tree Rings,” with concentric circles, “Leaves” on a long leaf, and “Bark , vertical bumpy lines, all have illustrations that highlight the topic. In the back of the book there’s a “Glossatree” with an informative paragraph about each tree.

A more recently published book, As an Oak Tree Grows by G. Brian Karas (N.Y.: Penguin Random House, 2014) takes a historical look at an oak tree and how it changes along with its surroundings. Inspired by an oak tree in his own yard, Karas has written a picture book about what has happened in history during the span of the oak tree’s life, 1775-2000. Across the bottom of the book is a timeline that adds a highlighted date with each 25- year period. The illustration of the tree in the center of each double page spread grows as the story continues, but the emphasis is on what is happening in the surroundings. A town is built, factories, a port and ships, and railroads all change the original landscape. “The land twinkled with lights (electricity) as stars faded in the night sky”. Carts and buggies are replaced with automobiles, and the air is “filled with jet controls and radio waves”. The oak tree is now 200 years old and has seen many changes and survived many storms, except for the last one, which splits it in two. The wood from the tree is recycled for furniture, firewood, and mulch. There is an illustration showing the stump of the oak tree with its many rings and a fold-out poster of the stump with all 200 rings entitled “Watch the World Change As an Oak Tree Grows” is included in the back cover. There is a page in the back of the book with some facts about oak trees. I was a bit disappointed in how the author handled the ending with an illustration of the stump and along side it a tiny sprout of a new oak tree and the words, “A new day dawns. Once again the ground is warm and welcoming, as a new oak tree grows.” No indication about how the tiny sprout got there, or that the new tree was from an acorn, which was only mentioned in the first line of the story. Reading this book along with A Log's Life might be a good pairing. One gives an inclusive background on the cycle of life, and the other an appreciation of how long a two hundred year life really is!

The last book to share is The Ghost-Eye Tree by Bill Martin, Jr. and illustrated by Ted Rand (N.Y.: Henry Holt, 1985). This is a book to be shared when the leaves are no longer all on the trees and the trees become an ominous sight at night in the shadows and light of a full moon. Set in a time before grocery stores when children were sent out at night to do errands such as getting milk in a pail from a neighboring farmer, it’s a story that needs some historical explanations and staging before reading. I used to turn out the lights to set the mood. Written mostly in dialogue, it’s best to use several voices for the different characters. Brother and sister go off together to get some milk from a neighbor, but they have to pass by the frightening old oak tree, the ghost–eye tree halfway there. The brother wears a hat and when his sister teases him about it, he mutters his responses. They talk themselves through the way to the farmer’s barn, but on the way back, taking turns carrying the milk bucket, their fears are heightened by the hooting of an owl. Ted Rand’s dark water-colored pictures of the tree span two pages with a narrow strip of text in between. The moon is the eye of the tree and the long branches appear to be large hands reaching out for the children. “ Oooo…look…look… The halfway tree, the Ghost-Eye tree…turned its head and looked at me… Oooo…The halfway tree…the Ghost-Eye tree…shook its arms…and reached…for ME!”

When I reach out for the children then, I get them every time! Reading with different paces, fast and slow, also accentuate the scariness and the relief in the text. They run all the way home, spilling a lot of milk and the sister realizes her brother doesn’t have his hat! He lost it back by the tree. His sister runs off to get it in spite of his protests and comes back with it. She adds water to the pail to hide the spilled milk. The relationship of the brother and sister in this story is a special one where they both tease each other, but look out for each other. A satisfying story to read aloud with a gripping sparse text and beautiful moody water colored illustrations to heighten the drama, this is a book my students would request for weeks afterwards.

Char Sidell is a retired Library Teacher from the Needham Public Schools. Contact her at [email protected] to share ideas for this column.

AASL Concerns and Commendations for 2015

11/15/2015

Each year, state school library organizations, organized into AASL regions, bring forth both Statements of Concern raised by their members and nominations for Statements of Commendation for programs/organizations that support literacy and school libraries. The AASL regional leadership submits these concerns and commendations to AASL for consideration during the AASL Affiliate Assembly meeting that takes place during ALA national conferences. AASL Affiliate Assembly works on these concerns by editing or combining as appropriate, then votes on which concerns and commendations to move forward to the AASL Executive Committee. When the Affiliate Assembly moves concerns forward for consideration by the AASL Executive Committee, the concerns include a request for action that Affiliate Assembly would like the national AASL organization to take to resolve the issue.
This year, all submitted commendations were approved, including MSLA’s submission for Wondermore (formerly The Foundation for Children’s Books), an organization that brings authors and books to underserved Boston school libraries as well as provides literacy professional development opportunities to Massachusetts school librarians. Wondermore will soon be receiving a commendation certificate from AASL for the work the organization does to support literacy and school library programs in Massachusetts.
The following is the report from AASL President Leslie Preddy summarizing the outcome of the various concerns that were submitted for 2015. Please note that the concerns about testing and recruitment came about, in part, from concerns submitted through our Region One, including submissions directly from the MSLA Board. Please feel free to contact MSLA’s current AASL Affiliate Assembly Delegates (Anita Cellucci or Amy Short) or another MSLA board member with any potential school library regional or national concerns/commendations for 2016. Submissions are due sometime in April each year. For more details, see AASL Statements of Concern and Statements of Commendation.

From Leslie Preddy:
"The Concerns were brought to the AASL Executive Committee for review and after much careful and thoughtful consideration and discussion, the following actions were taken:

Digital Badges: To summarize the action requested, AA (Affiliate Assembly) would like AASL to offer digital badges for participation in Advocacy efforts and training. Initially, this request was referred to AASL Staff to investigate costs, protocol, and the impact digital badges have had by other divisions within ALA. Based on the report Executive Committee received from the Executive Director, this request has been moved forward into a Working Group. This group is being created to continue the investigation of AASL’s ability and interest in digital badges.
Testing: To summarize the action requested, AA requested an investigation of the impact of testing in the library space on teaching and learning. This concern has been referred to the Research & Statistics Committee. Their exploration and investigation began almost immediately as they requested current data and trends from the AASL Office and to begin preliminary work with an initial survey.
Recruitment: To summarize, AA requested recruitment tools to promote interest and encourage candidate interest in the school library field. EC (Executive Committee) has referred this concern to the ESLS (Educators of School Librarians Section) to review current resources available, as well as an analysis of what is missing and advise next steps for AASL. ESLS has already begun work on the task. They will hold a concurrent session at AASL National Conference on the topic, and I hope many of you will consider attending. The session is titled, “From Recruiting to Mentoring: Transforming Practices in School Library Preparation”, as that discussion will be crucial to addressing this concern.
Technology Integration Specialist: To summarize the request, AA asked for a Technology Role Working Group to be established to focus on the school librarian’s role in technology instruction and integration. The EC approved the establishment of a Working Group. Potential members and chair have been carefully selected and the process of forming the group and sending out invitations to the potential participants should conclude soon and their work will begin shortly.
Advocacy Toolkit: To summarize, AA requested an analysis of the current advocacy resources; how to make them more accessible and better impact stakeholders. This charge has been turned over to the AASL Advocacy Committee, who has accepted the charge, making it the focus of their work, with a preliminary report and recommendations brought to the board at ALA Midwinter. Please also take a look at the new Toolkit for Promoting School Library Programs which was just released on September 1, http://www.ala.org/news/press-releases/2015/09/public-relations-school-libraries-made-easy.
State Departments: The request was to establish a Task Force to explore school library advocacy in state departments of education. This was approved by the Executive Committee to move forward. A Task Force requires certain protocol, which the AASL office has begun as it moves forward to the appropriate committee to establish the Task Force.
AASL Office: To summarize, this concern requested improved communication and efficiency within the AASL office. This was moved forward to the AASL Executive Director for a review and draft of new Affiliate Assembly process and communication plan. A draft of this plan was brought to the Executive Committee in September, who provided feedback for revision. The revised plan will be brought to AACT (Affiliate Assembly Coordinating Team) for review.
Teacher Education: In summary, the Affiliate Assembly request was to explore language and an action plan for advocating school libraries in other educator preparation program standards. CAEP (Council for Accreditation of Educator Preparation) has begun work preliminary through the ALA Connect space, have a meeting scheduled at ALA Midwinter, will have a preliminary report to the Board of Directors at Midwinter, with a final report at ALA Annual."

Amy Short is the Assistant Director of Library Media for the Cambridge Public Schools

How to Run a Successful Book Fair

11/15/2015

Nine years ago, within my first few weeks as a school librarian, I was in a meeting with my principal when she said, “And of course we’ll want to have a book fair.” A book fair? I thought. I was pretty sure this had never come up in any of my library school classes. I had no idea where to begin.

Book fairs have become a regular part of the job of many school librarians, and when I find myself in a room with other school librarians, the conversation often turns to book fairs. So when the Forum editors expressed interest in article about fairs, I knew I had to put the question to the listserv and turn to our collective wisdom. I received many replies, and here is what our colleagues had to say about running a successful fair.

The one overriding theme in all the responses was effort put in vs. advantages gained from the fair. Everyone agreed that fairs are a lot of work, but those that loved their fairs thought they gained something from it that was worth the effort. I also heard from a few people who had had fairs in the past, but decided not to continue them because they did not feel that it was worth the effort.

So what do you gain from a book fair? The two most common responses to this question were money and excited kids. People also mentioned literacy reasons: the chance to encourage recreational reading, helping families build good home libraries, and learning about the reading habits of students. One respondent mentioned good exposure and PR for the library.

And what about all that work? Well, it’s definitely the downside to book fairs, as noted by several respondents. Some said that the money they netted was not worth the work. Others noted that recruiting, training, and managing reliable volunteers to help is difficult. Many people mentioned that when younger children who have not yet developed money sense come to the fair it can be challenging. Other downsides to fairs included competing with other school activities and that some students simply can’t afford the books. At least one respondent noted that sometimes classroom teachers push back a bit, saying they don’t want to miss instructional time by visiting the fair. Others noted the disruption to time and classes in the library and loss of librarian instructional time as well. Sometimes the book selection provided was disappointing, and of course sometimes the fair company sends those “dreaded tchotchkes.”

Other logistics you’ll need to consider if you’re a fair first-timer: will classes have a schedule to visit? Will they have a preview time? How will you advertise the fair? Who will help you? Does your school have a procedure for getting change / handling money? If the library has a fixed-schedule, what will your students be doing during their library class time while the fair is in session?

Of course one big decision to make about your fair is which book fair company to partner with. One respondent said that “I found they are all about the same.” But another noted, “I recommend finding a company you really like and making it work, and most likely your community will go along with you and appreciate your efforts.” Respondents noted that they worked with the following companies: Best Book Fairs in Woburn; Book Fairs by Book Ends in Winchester; Scholastic; Barnes & Noble; and local bookstores. (I have also heard that The Book Oasis in Stoneham is starting to do fairs, but I did not hear from anyone who has used them yet.) Most of these companies had at least one respondent who loved them, and at least one other respondent who had tried them and decided not to continue with them. So… shop around and find the company that works best for you and your situation!

Many librarians said they liked to be in charge of the fair so that the profit could be kept in the library. Some needed this to enhance their materials budgets, while others used this money for “special” things such as technology or author visits. In some schools the parent organization runs the fair, but then the library may or may not benefit monetarily. So being in charge of the fair brings with it the huge benefit of being in control of the profit!

Most respondents offered some general suggestions to help your fair run smoothly. Many emphasized the need to get some help! Try to get at least some volunteers to help cover your lunch or when the youngest students visit. Staying open during evening and parent events can really help boost your bottom line (although a few people did mention that spending evenings at school can be a downside to fairs). BOGO (Buy One Get One) fairs that some companies offer were mentioned as a way to maximize the number of books students can afford. One respondent just urged her colleagues to jump in: “try it and see.”

Book fairs serve many purposes and can have many frustrations, but with shopping around for partners and planning ahead, they can also have many benefits. Let’s continue the conversation in the comments below: What do you think about book fairs? Positives? Negatives? Have a tip you’d like to share or a question you’d like some help with? Chime in!

[A HUGE thank-you to everyone who answered my request for help over the listserv. I realized I didn’t ask permission to use your names, so I didn’t identify any of you. But I appreciate your comments, and feel free to jump into the conversation below!]

Jennifer Varney is the Librarian at Hurley K-8 School, Boston Public Schools

YALSA Badges

11/15/2015

“I want my students to be lifelong learners.”

“I want students who love to learn! Students who learn because they want to know more, not just to earn a grade.”

How many time have I heard myself and other library teachers say these words or some variation thereof? Hundreds? Thousands, even? But we don’t always practice what we preach. Sometimes we are so busy educating others that our own learning stagnates and we don’t push ourselves to keep learning and honing our craft. The expansion of our own minds and practices takes a backseat to the needs of others. Sound familiar?

Don’t get me wrong. I run a K-12 school library, with all that entails. I know how busy we all are. I feel as though I’m pulled in many directions each day, usually without advance notice. I am no stranger to the feeling that if I have to add one more thing to my brain - one more item to my list of projects - my brain will have a quiet meltdown and cease to function in any meaningful way. These circumstances make it incredibly hard to find the time to work on personal learning, especially learning that’s not required or arranged by someone else.

Over the summer, I learned about the existence of digital badges. Specifically, I learned that YALSA, an organization that I trust and support, offers digital badges geared toward librarians who deal with youth. I was intrigued by the concept, wondering if this hybrid, learning at my own pace but structured by a recognized authority, might be worth my precious time.

If you have not yet been introduced to the concept of digital badges, they are essentially digital certificates of completion and mastery in a given subject area. The badge-awarding organization creates a set of criteria, lessons, or activities whose successful completion leads to the award of an online badge that learners can display on social media, store in a “digital backpack,” and show off on resumes. The Macarthur Foundation’s website defines them as, “an assessment and credentialing mechanism that is housed and managed online. Badges are designed to make visible and validate learning in both formal and informal settings, and hold the potential to help transform where and how learning is valued.” Many businesses and industries now offer them. The idea is even gaining momentum with colleges and universities.

YALSA’s badges cover topics such as Administration; Communication, Marketing, and Outreach; and Leadership and Professionalism, among others. Each badge module is designed to be completed at your own pace. Once you’ve finished all the requirements according to the provided rubrics, you simply upload your work and mark it as complete. Your work is then rated not by YALSA, but by the community of fellow badge earners. This last feature I found off-putting at first, but upon reflection I decided that it added to the feeling of professional collegiality. After all, who better to help me reflect on my learning than those who also do my job? Once your work is accepted, your badge is awarded.
Today, I finished the requirements for the Leadership and Professionalism badge, which I chose as my first foray into this brave new world. I chose to begin with this badge for several reasons, chief among them being that it focuses on using social media to create a professional learning network (PLN) to support and enhance your own practice. This is of particular importance to me because I am the lone library worker in my charter school. In previous years I worked in a large urban district where the librarians were all in frequent communication. We all met for monthly meetings and held all day PD sessions during our district release days. We had each others’ backs. These days, though, I feel like I am an army of one. I find myself in charge of creating my own support network and my own learning opportunities.

For the L&P badge, the badge earner chooses several Twitter feeds to follow for a designated amount of time. The chosen feeds are required to be a mix of library-oriented and non-library-oriented feeds pertaining to some aspect of working with youth. The intent is to build a personalized, on-demand feed of ideas, support, and feedback. A virtual PLN.

Admittedly, there was a learning curve. I’ve used Twitter for years, but not in such a focused manner. I had to learn to let go of the idea that I would see every Tweet in my feed. I don’t get Tweets sent to my phone, so I’m not distracted by incoming messages every second of the day. I read when I have a moment, such as when I’m eating my lunch, and even then, I mostly just look over what’s current. Even though my librarian brain wants to know everything, I can’t go back and try to “catch up” with all that I’ve missed. That way lies insanity. Second, I found that I really needed some way to organize my feed. I used Tweetdeck, a Twitter aggregator, which allows me to create columns according to subject or hashtag. This way, I can focus on who and what is of interest to me at the time and not be distracted by the constant wash of background Tweets. Overall, I consider the work I did for this badge to be worth the effort. I made valuable connections and added so much to my librarian toolbox that I’m already using for myself and sharing with my staff.

Based on my initial experience, I have decided this is to be my personal challenge this year. I will complete the seven digital badges YALSA has to offer before the school year is over, and I’m challenging each of you in turn - not necessarily to complete these badges, but to remember to take time to nurture your own learning.
Though if you want to enter the badge challenge with me, you’d be welcome, of course. Happy learning!

Laura Luker is the Library Teacher at Pioneer Valley Chinese Immersion Charter School

The Science, Technology and Literacy Connection

11/15/2015

If a piece of toast covered with jelly falls to the floor, which side will it land on? This was the question we broke into groups to answer as part of our “Science Ambassador” training. As a librarian, I am used to referring to reference sources, print or online, to answer such questions. But that choice was not available, as trainers from DESE (Department of Elementary and Secondary Education), the Museum of Science in Boston, and WGBH wanted us to learn by doing. We broke into small groups and used the materials at hand, including index cards and paper clips, to form models to test our theories and then shared back with the full group. I hadn’t had quite that much fun at a professional development event in a long time, which gave me pause to reflect on the obvious fact that if we as educators are embracing a playful, curious, animated approach to learning in our PD sessions, our students will surely benefit by that strong level of vitality and enthusiasm for learning that we carry back into our classrooms and districts.

The Massachusetts Science Ambassadors were selected to play a key role in supporting the state’s transition to revised STE standards by helping educators, administrators and the public to understand the revised standards and their implications for curriculum, instruction and student learning. The team selected represents a diverse spectrum of backgrounds, experiences, and regions and will provide leadership in districts and across the state. The Massachusetts adaption of the national “Next Generation Science Standards” is based on the following vision: to ensure that by the end of 12th grade, all students have some “appreciation of the beauty and wonder of science; possess sufficient knowledge of science and engineering to engage in public discussions on related issues; are careful consumers of scientific and technological information related to their everyday lives; are able to continue to learn about science outside school; and have the skills to enter careers of their choice, including but not limited to careers in science, engineering and technology.” (NRC)

Literacy skills are critically connected to building knowledge in science. Reading in science requires attention to detail, the capacity to make and assess intricate arguments, synthesize complex information, and follow detailed procedures and accounts of events and concepts. Students also need to be able to gain and interpret knowledge from diagrams and data that convey information and illustrate scientific concepts. Writing and presenting information effectively are important means for students to assert and defend claims, demonstrate what they know and convey what they have experienced, reflected upon, and learned. Connections to ELA CCSS are included across all disciplines and grade bands in the final version of the NGSS.

NGSS standards are written in three dimensions including crosscutting concepts, a disciplinary core idea and a science and engineering practice. Core ideas are key understandings that allow students to interpret and explain the world around them. The focus might be on natural phenomena (e.g., mass of a tree, carbon cycling, climate change) or designed systems (e.g., energy or transportation systems). The core ideas progress in sophistication from the pre-K to 12 levels, and emphasize the use of key concepts over lists of facts, parts, or process steps.

The 5E Model echoes the Big6 approach to teaching information and technology skills that was developed by Mike Eisenberg and Bob Berkowitz years ago. But the 5E Model has a science flavor. “Integrated instructional units interweave laboratory experiences with other types of science learning activities, including lectures, reading and discussion. Students are engaged in forming research questions, designing and executing experiments, gathering and analyzing data, and constructing arguments and conclusions as they carry out investigations. Diagnostic, formative assessments are embedded into the instructional sequence and can be used to gauge the students’ developing understanding and to promote self-reflection of their thinking.” (National Research Council)

Scientific literacy entails being able to read, understand and interpret articles and data about science as well as to articulately engage in social conversation about the validity of conclusions. A scientifically literate person is able to identify the scientific issues underlying local, national and global issues and to express positions that are scientifically and technologically informed. In addition, “a scientifically literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the methods used to generate it. Scientific literacy implies the capacity to pose and evaluate arguments based on evidence and to apply conclusions from such arguments appropriately.” (NRC)

Partnerships between science educators, instructional technology and library media specialists just make good sense in that so many of our literacy/research, technology and science education goals and objectives overlap. Science and engineering practices include the following:

Asking questions
Developing and using models
Planning and carrying out investigations
Analyzing and interpreting data
Using mathematics and computational thinking
Constructing explanations and designing solutions
Engaging in argument from evidence
Obtaining, evaluating and communicating information

The outcomes of integrating practices and content include better reflection of actual science and engineering, increased mastery of sophisticated subject matter, increased relevance through using practices in authentic contexts, and increased interest in STEM (America’s Lab Report, NRC, 2005).

Beyond the shared goal of instilling inquiry/research skills in our students, other strong reasons to partner across subject areas include a sharing of the planning, curriculum development and resources. Collaborating is also more fun, both for ourselves as educators and for our students, who benefit by seeing the connections across discipline areas. My library science intern this year created a visual literacy lesson to complement a high school biology unit on genetic disorders. Students learned how to effectively illustrate pedigrees and Punnett squares using Google Draw, Progeny and Piktochart. Students were introduced to thought provoking visualizations related to genetics, and then had the opportunity to provide context and make connections before creating their own visuals. In addition, they were instructed about the importance of citing sources. Multiple learning goals were met through this engaging, cross-disciplinary lesson.

As another example, I applied for and was fortunate to receive for next school year a Jan Stauber grant to develop a literacy project that will introduce our students to the mysteries of Sherlock Holmes. The project goal and purpose is to promote reading as well as to enhance the science curriculum by incorporating the works of Sir Arthur Conan Doyle into our new elective forensics course at Sharon High School. By finding the science connections in stories such as “The Hound of the Baskervilles,” and creating products including a technology component, students will increase their appreciation of the mystery genre as well as their engagement and knowledge in the world of modern forensic science.
Though “The Complete Sherlock Holmes,” or any of the 56 stories are not necessarily more captivating than “Elementary, Sherlock” the Robert Downey Jr. films, or the recent “Sherlock” series starring the dynamic Benedict Cumberbatch, without Sir Arthur Conan Doyle’s writing, none of these would exist. By having students read a story and tie it to a literary classic with continued influence, we are helping students link the past to the present and to make connections. What has endured has value. My father, former high school English teacher Gerald Collins, summed it up thus on the inside front cover inscription of my classic Sherlock copy, scribbled down years ago, “When I was a boy a lifetime ago, this book was wonderful, especially on rainy days when I was home sick from school and there was a cup of tea and Nabisco crackers and New York City, not London, was just an hour away by subway train on holidays, and this book is wonderful still a lifetime later…”

Cathy Collins is the Library Media Specialist at Sharon High School

Summer Reading Evolution

11/15/2015

Here at Dartmouth Middle School we have been experimenting with our summer reading program for the last four years; the program has morphed from a traditional program to one entirely based on choice and interest. When I arrived at the school six years ago we had a traditional program of one assigned book per grade (The Outsiders for 7th and Warriors Don’t Cry for 8th) with activities upon the return to school to ensure students had read and comprehended the book. Every class and teacher dealt with the books differently; some classes reread the entire book in the fall! In talking about what we wanted for our summer reading program I kept coming back to idea of choice. The assistant principal and I wanted our students to have a list of books that were high interest, engaging, fun summer reads. The books should be worthy of reading on the beach. I firmly believe our students deserve to read purely for enjoyment in the summer just like we do.

Our first year of experimentation was very exciting – and a lot of work! With the help of some ELA teachers, I developed a list of 15 books for 7th and 8th graders. The books were in four categories: realistic fiction, science fiction/fantasy, mystery and historical fiction. We chose high interest books like Gym Candy by Carl Deuker, So B. It by Sarah Weeks and Life as We Knew It by Susan Beth Pfeffer along with some award winners like When You Reach Me by Rebecca Stead, The Graveyard Book by Neil Gaiman and Rules by Cynthia Lord. We tried to have a variety of books in terms of male/female protagonists, reading level and length of the book; the only rule was that every book had to be available in paperback because we planned to buy the books for our students. I had already read all of the books on the list except for one, which I quickly skimmed.

Next I took time during my 6th grade Library Skills class to book talk each of the books and invited each of the 7th grade classes to the library to book talk classes, as well. After hearing about all the books, discussing it with friends, etc, students were given a sheet of paper where they could check off the book they wanted for the summer. Thanks to our PTO, a generous discount from our local Barnes & Noble and a bit of money from the district, we were able to purchase a book of choice for every 7th and 8th grader in the school. When the books arrived, student library volunteers sorted them by ELA teacher and put the original order form from each student in the book with the name sticking out. Students received their books in their ELA class during the last week of school—there was palpable excitement as students walked around with brand new books. Students were told to read the book, enjoy it and come back to school ready to talk about the book with their ELA class in the fall.

In the first year, teachers reported that around 90% of students reported having read the book and the vast majority really enjoyed their selection. In the library, circulation of the summer reading books and their sequels jumped significantly. We knew we were on to something. Every classroom was different for what they required; some classes asked students to sit in groups and chat about the books they read. Other classes had students create a visual of some sort and present to the class on their summer reading book. Overall, we were pleased with the end result: students got choice in their summer read and it created a buzz about books that continued into the start of the school year.

Over the next two years, we tweaked things slightly each year. One year we had over 20 books on our choice list (which was a nightmare when creating the order for Barnes and Noble); another year we dropped a few less popular books from the list to get the list down to a more manageable 12. This past year we made our most dramatic changes, both in terms of the book list, which was a complete overhaul, and our requirements upon the return to school.

In the last two years our school has added both a literacy coach and a reading specialist to our school staff. These positions never existed before and it has been awesome to be part of the Literacy Team at my school, which meets once a cycle and plans everything from an annual Family Literacy Night to our summer reading program. The literacy coach, reading specialist and I are completely on the same page in terms of valuing student choice in free reading. This past year we decided to create an entirely new summer reading list (lots of reading for me!), buy books for all the 7th and 8th grade teachers, including special education teachers, and move to a discussion format for our culminating activity in the fall. In the second week of school this September, students and teachers in 7th and 8th grade reported to different locations all over the school to meet with other students (and one or two teachers) who read the same book. All the groups responded to five prompts such as “Who was your favorite character and why?”, “What was the theme of this book?” “What other books would you recommend to someone who liked this book?” Students were also given a short three question survey. I met with a group of 7th graders who all read Fourmile by Watt Key -- students were extremely enthusiastic about the book. Not all groups were as successful, however.

Overall, we think we are on the right track with this change, but there were some challenges. For one thing, students were allowed to switch books over the summer so our predicted group sizes weren’t accurate on the day of our event. Next year we plan to give students more time to choose their book, including time to actually flip through the books, look at the back cover and read the first few pages (a summer reading book buffet of sorts). Then students will be required to stick with the book they choose. Another problem was that teachers did not pick books based on the books students chose. Teachers chose at the same time as students so we had to scramble to rearrange some groups so there would be enough adult coverage; some groups had 10 students and one group had over 100! Another challenge were the locations. Some of the groups were in the cafeteria and/or the library. Teachers requested that next year groups be limited to 25 per group and that they only be located in classrooms. We also plan to do the discussions before open house next year so we can create a visual display of books that students read and loved from summer reading. Finally, we plan to give a longer survey at the conclusion of the book discussions.

Two final elements we added this year were a book swap and book ladders. The book swap allowed students to turn in their used summer reading book and select someone else’s used book. Only about 20 students participated; many students really wanted to keep their book and other students weren’t interested in selecting any of the other summer reading books. We are planning to do a general book swap in January and let students swap out any books from their homes.
The book ladders were built by the Literacy Team and some ELA teachers; these were shared with all ELA classes. We have a book ladder for each book from last year’s summer reading list. For example, we suggest that if you like Small as an Elephant by Jennifer Jacobsen you might like So B. It by Sarah Weeks, Walk Two Moons by Sharon Creech, Counting by Sevens by Holly Goldberg Sloan or Paper Things by Jennifer Jacobsen. You can see all our book ladders here. Next year we plan to have book ladders available when we discuss the books to further enrich discussions and start students’ On Deck Lists, which we are promoting in all ELA classes. From now on, we plan to have a new list of 10 books every year for 7th and 8th grade and starting next year we plan to offer choice to our incoming 6th graders, as well. We are starting to build those lists on Google Drive as we read books this school year. I feel fortunate to work in a school that values choice and free reading, as well as risk and experimentation. We continue to learn from our summer reading experience.

Laura Gardner is the Library Teacher at the Dartmouth Middle School.

Do You Model Ethical Behavior??

11/15/2015

Many school librarians spend hours developing and perfecting their web presence to help students access the most reliable resources they can for research. Many of us make access to the statewide databases and our own paid databases easy to use with links from one location. But, it is time to address an elephant in the room, or on your website! It has to do with passwords! Are your database passwords published on your webpage?

If the answer is “No, students need to get them in-house or through a protected manner.” Great! You are exhibiting ethical behavior and this is a teachable moment. If you are putting them online for anyone to access you are likely breaching a legal contract. Perhaps you have not even thought about this!

Last year the MSLA board had many excellent web pages submitted for evaluation to receive the Association’s “Web Seal of Excellence” Award. You can currently access the rubric to measure up how you stand at http://www.maschoolibraries.org/uploads/5/7/2/2/57223027/sealofexcellencecriteria.pdf. With some difficulty, the Awards Co-Chairs had to finally round up those “elephants.” Exactly half of our member applicants had their database passwords published on their websites. We had to assume that if we could easily bring up the passwords, they were not protected from anyone else in the general public.

Access to all computer software and online content is governed by an agreement in the form of a contract, the license agreement between the vendor and the purchaser or licensee. Even shrink-wrapped software that one buys in the store has a license on it where the buyer usually has agreed that by opening the package, they will not reproduce or distribute, the software.

According to Marlene Heroux, Reference Information Systems Specialist at the MBLC, the following language was sent in a letter to each MLS member library at the start of the database contract informing the libraries of the content to be provided and what is permitted under the state’s contract:

"The licensing process between electronic resource vendors and the MBLC results in a legal document that specifies who, what, when, where and how the electronic resources may be used. Access by unauthorized users or from unauthorized locations violates the spirit of the contract and may ultimately result in deactivation for an MLS member library or an individual patron."

She further comments that:

"The use of passwords by library users for statewide licensed databases is not permitted due to their lack of security. Each MLS member library is provided with their own geolocation links that do not require any identification or passwords by end users. The one exception is that if the user’s computer is not recognized as having a Massachusetts IP address, they will be prompted for their Massachusetts library card number. Similar to passwords, library card numbers cannot be placed on a web page that is open to anyone, or a public brochure or document.

Vendors price their contracts based on the content, type and number of authorized users for an institution and/or geographic area. Usage can be monitored by statistical data which you too can use to your advantage. However, providing unauthorized access also drives up the cost of these purchases, and this impacts all Massachusetts libraries."

As with any copyrighted material that is purchased, whether books, games, software or music, it is a violation of the producer’s intellectual property rights to disseminate it freely. And, as one longtime MSLA vendor told me, contract violations also cause difficulty because “ it could mean losing a valued customer.” This is how our vendors make a living! In general, a library that uses passwords should not post their passwords on publicly accessible websites or general brochures or handouts.

You can learn more about your free access to Statewide Databases at
http://mblc.state.ma.us/grants/licenses/index.php.

Sandy Kelly is a National Board Certified School Librarian retired from the Carlisle Public Schools. She is a past president of MSLA and a long time member of the board.

The Middle/High School Library: A unique combination?

11/15/2015

At last year’s MSLA conference, there were many great opportunities to develop outstanding library programs. However, in exploring the options, one concern remained: how to run a successful “middle school” program OR “high school” event when you have a library dedicated to serving both schools. I teach in a Middle/High School with grades 5-12, and the school population is about 850, with fixed/flexible schedules and “directed study halls.”

In conversation with another MS/HS library teacher, I realized this situation was more common than I anticipated. As a follow-up to our dilemma, I initiated a discussion meeting to address these needs via the MSLA listserv.

Over a dozen school librarians throughout the state responded and wanted to be included. The discussion group was small, and yet we covered a broad section of issues are similar and real: space; connection with faculty and staff; time; collection; budget; and collaboration.

Our group included librarians from the MetroWest/North/Central/Western areas: Allison Connelly (Ipswich), Pamela Vallee and Victoria Whipple (Lunenburg), Jenna Morin (Winchendon) and Patsy Divver (Millis).

Space issues are common: accommodating all students in varying grades with sufficient materials, equipment, and staff. (This situation is similar in K-8 libraries as well as those schools with very large student population.) The addition of new technology (iPads, online classes, Google learning) also expands the demands and needs from classes. Study halls, especially in the high school, impact space as well as library management.

Pamela has teachers sign up for library use with Google forms, but the library issues passes. Allison has one directed study for all classes and needed to establish limits for the overcrowding. Teachers also sign up with her for research or library use. Jenna’s school does not have study halls, but she is the only certified librarian, without an aide, and responsible for the students as well as all media (projectors, computers, cameras, etc.). She is also the Google Admin for the district, as well. She is revising the collection, adding online courses and will be running a Tech Help Desk. The district’s spending freeze has made the upgrade of technology a slower process.

It was agreed that one of the major challenges in a combined library situation is feeling integrated into the faculty and with the curricula needs for both schools. The result is a ‘disconnect’ with teachers and often leads to frustration for students, teachers, and the librarian. A number of librarians offer pathfinders to assist with projects, as well as introductory research classes or reviews. Common planning times, for most schools, are either when the librarian is teaching or is unable to attend. Plus, when both staff meetings occur at the same time, it presents the question of which to attend.

As in all schools, budgets are also a concern. Not only are they varied for the amounts, but the responsibilities include both schools, and often technology and/or online resources. Once again, it’s a division in appropriating the funds among the grades and schools. Many of the schools supplement through book fairs, grants, fundraisers, etc. This is similar to other libraries, except that special funds are directed to a limited grade audience. (For example, with Scholastic, most monies earned are limited in scope of interest and reading abilities to Elementary/Middle School. The Young Adult/High School audience is more interested in the graphics or adult best-seller fiction choices.

A final concern, although not yet addressed, is how NEASC enters into the picture. NEASC recommends having a certified school librarian for each 400 students for high schools. The question is how this affects the multi-purpose librarian in a Middle/High School. NEASC accreditation usually affects high schools, as middle and elementary schools do not often apply for the process. Thus, in the Middle/High School library, it will depend on the population, the needs, and the assistance available to fully assess the needs for library staffing. With a number of schools facing the NEASC process soon, this question will receive further attention.

Our unique combination of the middle/high school is one that presents a number of questions without any real solutions. Where we see so many library positions eliminated in the schools, especially at the elementary and middle school levels, it’s almost a benefit that we can keep positions valid for the different school levels. Yet, in our multi-school situations, we are often faced with adding classes or responsibilities that require more than one staff person, but are added into the librarian’s list of to-do’s.

This began as a conversation and became a discussion group. We’d like to continue with group discussions, not only for mutual support, but for plans that might be feasible. For example, where many agreed that high schools are always working around the study hall situation, it’s not a simple solution to “get rid” of study halls. Also, for those who are short-staffed, having volunteers help is often a compromise, but if you are hoping to emphasize the importance of having a library aide, this can become the administration’s answer: use volunteers.

If you are interested in discussing the “unique” issues faced in the combined library, please join our discussion email list. We’d like to suggest it as a topic for Twitter Night, as well as for Area meeting conversations.

Perhaps we can only offer some realistic solution or only temporary fixes. Yet, like every other part of the MSLA, the conversation, the support, and the professional recognition of an issue that concerns the library makes the connection truly beneficial for the participants.

Thank you!

Patsy Divver is the librarian at the Millis Middle/High School
[email protected]

Author Interview: Patricia MacLachlan

11/15/2015

Photograph by John MacLachlan

I had the pleasure of interviewing Ms. MacLachlan last winter at the MSLA Annual Conference in Amherst, MA. I heard her and other local writers discuss their writing in a fascinating panel discussion right before I talked to her personally.

I had two general questions for her:

How have children books changed in themes throughout your career?
What do you want to convey to your children’s audience about their world?

MacLachlan began by explaining that her writing has changed since she became legally blind; yet, she believes that all children yearn for reassurance and hope in their world, no matter when they were born. The important themes don’t change just because the world changes. MacLachlan continued to explain that through her writing, she wants to give children the warmth of family life and the hope of continued happiness in their lives, despite the ups and downs that all of them experience.

I mentioned that her novel White Fur Flying was a 2015 Nutmeg nominee, and that many of my students asked me to find out if the family in her book is modeled after her own family. She replied that she had a loving family and happy childhood, and that dogs continue to be a part of her life and her family’s lives.

We talked about her novel The Iridescence of Birds, the story of Henri Matisse’s childhood; she mentioned how important his mother was in shaping him into the artist of his adult life. I found her warm, intelligent, witty, and congenial; she shared her email address with me and told me that she would like to Skype with some of my students. It was a memorable time for me!

Mary Ellen Minichiello is the librarian at the Calf Pen Meadow Elementary School in Milford.

November 13th, 2015

11/13/2015

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11/13/2015

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[email protected]
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