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NSLA Blog

4/25/2023

 

5 Important Takeaways from NETA 2023 
By Chelsey Greene

The Nebraska Educational Technology Association, NETA, held their annual spring conference on March 16th and 17th this year. With two amazing keynotes, games/puzzles, and many breakouts it was an amazing time. Here are my five important takeaways from the conference.  

5. Tips and Tricks to Make Work Faster 
Going to NETA you can always count on finding at least four different sessions about ways to make work faster or do things on your computer in fewer clicks. It does not matter whether you have a Mac or Windows device. Apple has its own strand of sessions for those who run Mac and you can count on a couple different presentations of other people that will work on at least Windows if not any device. For example, in the session “Google Smackdown presented by Matt Moore, Crystal Ernst, Abby Fitzgerald and Kayla Pitt, I learned some quick tips for formatting in Google Sheets. I learned that if you want to copy a formula you can double click on the blue dot. You can use the “Explore” feature for suggestions. To quickly format you can click “Format” then “Alternate Colors”. It allows for easy customization! This session also shared about different widgets that are searchable using Google Chrome. In the Omni Bar/search bar, you can type “Pick a Number”, or “Flip a Coin” and the widget appears right in your browser without having to download anything special. This along with many other cool tools I learned about during this session earned this spot number 5 on my list.  

4. Keynote from Friday 
Before you start thinking, “Oh she only likes the young speakers,” I have to say that both keynotes were good. I just took more away from the Friday keynote than the Thursday’s. Friday’s keynote was, “She Believed She Could, But She Needed Rest, So She Said No” presented by Lindsay Zilly. Zilly is the Director of Professional Learning for Illinois Digital Educators Alliance. She talked about how much she put into her teaching during the pandemic. She got her children involved and had more kids, but she also talked about how all the stress she was putting herself under was making her physically sick. I do not remember her exact words but there was one part in her presentation where she had a container of water, a pile of dirt and a pitcher of water. She said the container was your life. The dirt represented those negative thoughts, toxic relationships, etc. She poured some dirt into the container representing our exposure to those toxic items. She said that no matter how hard we try we will never be able to remove the experience, just like how we could never remove each bit of dirt from the container with a spoon. However, we could add more “Good” to our life. This is where she started pouring the fresh pitcher of water into the container. Adding more good stuff will start to outweigh the toxic. The water became clearer as she continued to pour. You could still see a tinge of brown in the water but there was a lot clearer water. For years I have been trying to figure out what I can remove to help me be a better me. However, I know that my past experiences are still with me and sometimes I let that weigh me down. Her presentation let me see that I can be “clearer” again. I will never be the same as before, but I could become happy with my life again. I can say no and not feel bad about it.  

3. Networking 
I know it is so cliche to say, “Oh I met so many new people that I can network with.” However, I feel that for me this was a big takeaway. This was my first-time attending NETA in my current role. Last year I went to NETA as a classroom teacher. This year I went as a School Librarian/Media Specialist. Even though last year I knew I was going to be going into this role I did not know what it would entail. So, I was not able to make the connections that would serve a purpose in my current role. Going into this year’s conference I knew what I needed some help with, and I had an idea of where to go to get that help. At other conferences, I met people that are important to me like Mandy Pearson and Kelly Kenny, who are both part of the Nebraska School Library Association (NSLA). However, I was able to connect with a Technology Integrations Specialist from Sandy Creek Elementary, Krista Calderon. Krista was able to help me get some ideas for how to use my limited supplies with my big class sizes. She also said that I could email her any time I had any questions.  

2. The interactive seek and find game 
This year was a bit different at NETA. I feel the planning committee tries really hard to make the conference great in every aspect. They try to get presenters that will be the most beneficial for attendees, they bring in vendors that have the latest gadgets and gizmos, they have found a space that is conducive to having enough space and options. The biggest thing that I know they spent a lot of time on this year was a scavenger hunt. Over the two days you had to use clues to find and explore various parts of the CHI health building. The first was given on the morning slides and announcements and was also posted right outside the help desk. It was a QR code you had to scan. It would give you a task to do that would need to be completed before you were given the next clue. These clues were everything from writing about distinct parts of the conference to videoing yourself doing a reflection to also involving you to get interactive with the vendors and even other attendees. Some were harder than others, but overall, it was fun. It sent me to unusual places that I would not have gone to because my sessions were not in that part of the building. Plus, it was a fantastic way to kill extra time that I had.  

1. Being Reenergized 
    Finally my number one takeaway! I was reenergized. Being able to be away from the classroom learning more about what I do and how I can make it easier gives me a new energy to get back in the classroom. I got so many ideas that made me think of some of the things that I was struggling with in a new way. Or the conference sessions gave me innovative ideas to even try. I came away from the conference with at least a base idea of what I can do with the Golden Sower Nominees for next year. It got me energized and I was already thinking about what I could change it into something that will work for me. Do not get me wrong, staying in a pleasant hotel away from my screaming kids for two nights was nice and relaxing, but the bigger picture is that I was able to make connections that I was too wound up for last year and too inexperienced.  
So, whether you were there just for the vendor goodies, or you learned a new trick to get you through that rough patch, the NETA conference was a fabulous experience for me. If you have not gone to one yet I would really encourage you to go.
Continuing Education Scholarship Recipient - Jennifer Showalter
I’ve completed my first semester as a media specialist! I’ve absolutely loved this new position and feel that the transition went about as well as it could have. When I interviewed for this job, I indicated that I felt it was a natural progression to my career. I started as an English teacher and transitioned into a role where I was primarily teaching technology classes. I currently oversee the library and aid/coach our staff in technology questions and problems. 
I’ve also been blessed with an administrator who sees my vision for the library and not only encourages me to make changes but finds the financial means to help me do so. We’ve been able to create a mini-Creation Station in the library with an embroidery machine, a vinyl cutter, and a laser with the hopes of adding 3D printers also. This has allowed me to open a “store” with products for both the students and teachers. My plan this semester is to get the students more involved in creating products themselves. We’ve also added reading areas and some color using our vinyl cutter to make the library more inviting while adding new books each month to our options. I’m so excited to see what this semester brings!
The Importance of Collaboration as a New Librarian
Lise Wagner

Elkhorn Middle School Library Media Specialist

After seventeen years in the high school English classroom, I took the leap of faith into a middle school library. Inspired by my mother who became a library supervisor in the last ten years of her career after being an elementary teacher, I decided to slowly pursue my school library endorsement so I too could have choices later in my career. Then lo and behold, two library media specialist positions opened in my district right after I had done enough coursework to have my provisional license. What should I do? I was just in my second year of helping open the newest high school in my district, teaching classes I loved with staff who were so supportive. One of the best parts of my job was the people with whom I worked. We collaborated on nearly a daily basis; I always had someone's door I could pop my head into or a Google doc I could add a comment to and get feedback within minutes. I was a part of something that improved my skill on a daily basis. Going into a library position meant I would be on an island within the new building. Would I be willing to leave the magical team effect behind? The thought of giving that up did give me pause. Knowing library positions in my district don’t come up that often, however,  I took the leap of faith, interviewed, and was offered a position at one of our middle schools! I took it! 

Needless to say, the transition from high school English to middle school library was a drastic change. That metaphor of drinking from a firehose pretty much sums up that first month! But here was the happiest surprise: my middle school library media specialist team! Right after it was announced that I had the position, the current middle school librarians all reached out to extend a helping hand. I visited one of their libraries before the year was out and over the summer we were in constant communication through email about things to anticipate that fall. I think a large part of why these wonderful people were so eager to help was that they too had gained the benefits of teaming when they were in the classroom and they didn’t want to lose it. Also, we are all fairly new to the library. 
There are five of us at the middle school level and the most tenured person in the position was starting her fourth-year last fall, two others were in their second year, and then me and one other person were new. Together we make what I consider to be a dream team! Out of the gate, they communicated that this was not going to be a lonely endeavor. It was a priority that we worked together which has been my lifeline this entire school year.
 Since we aren’t in the same building, we keep Google Spaces open all day so we can communicate quickly. If I have a question, I drop it in the chat and have an answer in less than five minutes. Hailing from different curricular backgrounds also helps in spreading a wide net when it comes to creating ideas and finding solutions. While I contribute my high school English experience, the rest of my team come from middle school with know-how in language arts, reading, and social studies. This has encouraged me to partner with my teachers to create a Renaissance Art Gallery Walk, host bi-weekly book talks with reading classes, teach digital citizenship lessons to health and computer classes, create crafts with a picture book with Life Skills students, and partner with FCS to host a Cake Boss competition to name just a few. I wouldn’t have been able to do all of this successfully without my team. My first Scholastic Book Fair? I wouldn’t have promoted it as well without the great ideas from my peers and therefore not made as much of a profit for my library as I did! Organizing an author visit for the whole school? No way I could have crunched the numbers, planned assemblies, or hosted the event in the way we did without my team’s expertise. 
Some librarians are lucky enough to have counterparts within their district like me, so make it a priority to create and foster a team. It may be those who hold the same role as you or it may not be, but find your people and maintain the relationship through regular communication. Don’t be afraid to ask questions! I do it on a daily basis! I know some librarians are literally an island in their entire school system but don’t let it hold you back. Branch out creatively through online groups, local conferences, classmates from your graduate work, etc. The work will be worth it! Teaming is the way to success as a new librarian and I would argue throughout your library career.

Creating a Mentoring Program for a Makerspace
By Lynn Stewart

 I finally did it!  At long last, I finally figured out how to implement a makerspace in my elementary building!
​
This will make me sound like a procrastinator (which I sometimes am,) but I thought about the idea of a makerspace in my library for years before I finally implemented one.  Attending conference after conference, reading blog after blog, I knew there would be many benefits to creating a makerspace in my elementary library.  I loved the idea of providing enriching, hands-on STEAM activities for my student body.  Our students need the space and time to create, be curious, and develop talents and skills in science, technology, engineering, art and math.  In an era when many of our elementary school curriculums have become more scripted, less-differentiated, and less hands-on than they were when I began my career in education over 20 years ago, providing the types of opportunities a makerspace would afford are as important as ever.  So, why did it take me years to implement one?

Logistics.  Take one librarian teaching 19 scheduled classes a week, in addition to the numerous library and non-library duties assigned to me, and I couldn’t wrap my head around the how of a makerspace.  Even if I created the space and the materials for a makerspace, how exactly could I, for example, have a class of 25 kindergarten students be able to use a large variety of materials in a productive manner?  Without frustration and tears? (The students…but yeah, the librarian too!)  I’d listened to fellow librarians explain their management systems for a makerspace, but none of those ideas seemed likely to work in my building.  After years of pondering, the lightbulb in my brain finally luminated, and the answer was actually quite simple: I don’t have to do it all.  I could enlist some of our best and brightest students at Meadowlark to help!

So with that, the “Makerspace Mentor” program began at Meadowlark Elementary in 2021.  Third, fourth and fifth graders were presented with the idea, and could apply to become a mentor.  They had to fill out a real application, and even submit a reference from their teacher!  Eighteen mentors, once appointed, would be charged with coming to school right when our doors open each day to learn how to use all of the materials, become the experts, then be leaders for the classes that come in to use the makerspace.  Each year, I set out applications and hire a new group of 18 mentors.  Now, when I have a full class of students come to our makerspace, I have anywhere from three to five mentors on hand, helping me with keeping everyone engaged in the activity of their choosing.  Need help learning how to operate this robot?  Go get a mentor.  Need help putting together a snap circuit?  Go get a mentor.  Want some help building a marble run?  A mentor can help with that too.

So, what started as an idea for one program actually became two.  Not only do I finally have an incredible makerspace that every kid in the school gets to use, I also have a mentoring program that is giving kids hands-on experience with technical know-how and leadership skills.  All in all, it’s a win-win situation.  
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Third grade mentor, donning her mentor vest, helping a first grader             Mentors learning how to use newly acquired robots. 
build an electronic snap circuit during a makerspace session.

Do You Have a Plan? 
Discussing Selection Policy with Your Building Administrator

by Dr. Cynthia Stogdill 


Intellectual freedom, student access to information, and diverse perspectives have moved to the center of debate over the last year.  Countless instances of book removal, school board controversy, and censorship have taken place across the country.  As school librarians, how do we take some measure of control over the conversations regarding equitable access to information and resources in our own buildings? 

Creating a broader awareness of school board selection policy is key in order to provide equitable access to information and resources for all PK-12 students. This starts with building level conversations. School librarians can open these discussions and provide insight into school board policy. Strong school libraries and librarians impact the entire school community by safeguarding and providing access to information and resources for PK-12 students (Lance & Kachel, 2018). District school board selection policy provides the framework for student access. 

Study results have indicated that in general, respondents felt able to support equitable access to information and resources based on the district selection policy in place (Stogdill, 2022). This corresponds to previous research indicating that a selection policy often resulted in retention of materials (Rickman, 2010; Hopkins, 1991). However, data did suggest areas of concern for school library leaders including uniform application of district policy and authority to overrule building decisions regarding age restrictions and access to resources (Stogdill, 2022).

This inconsistency raises concern regarding the effectiveness of district selection policy when those who are knowledgeable about selection and reconsideration do not have the authority to direct the process or address variance in the policy from building to building (Stogdill, 2022).  This echoes research by Dawkins which found that awareness of a selection policy did not result in its use (2017). 

With no policy guidance, arbitrary decisions regarding the removal of resources and selection ofmaterials are made without transparency for all stakeholders (Stogdill, 2022). Developing a broad awareness of selection policy use with teachers, students, and parents establishes a dialogue of understanding when concerns arise (Stogdill, 2022). It is here, where school librarians can move into a position of advocacy and begin conversations regarding equitable access to information and resources. 
​

Administrators are tasked with many responsibilities and expected to manage all facets of the learning environment.  Audrey Church’s AASL presidential initiative addressed the collaborative relationship between school librarians and administrators and brought attention to the many ways school librarians can provide leadership and support.  (AASL, 2022). Conversations with administrators regarding intellectual freedom and specifically how school board policy guides selection and reconsideration of resources provides insight and understanding to an emotionally charged topic.  In addition, a proactive conversation lays the foundation for future conversations with parents and stakeholders regarding concerns over content. 

Outline of Conversation


Resources:
  • Come to the table with your resources in hand and be prepared to leave copies with your administrator if needed. 
  • District Policy: Now is the time to show your administrator the current adopted district policy for the selection of materials in the school library.  Is it specific to the school library or integrated into instructional materials?  Point out who is responsible for selection and what selection criteria are used.  If there is no policy or it is out of date, talk about where to go from here. The American Library Association (ALA) recommends that all school libraries have a school board approved selection policy and a reconsideration policy (Rickman, 2010). Use Selection Policy Toolkit as a guide toward updating or adopting a policy.
  • Reconsideration Form: Does the policy provide a reconsideration or challenge form for complainants to fill out and submit? If not, what will your plan of action be if a stakeholder brings forward a concern? 
  • Supreme Court Cases: While case law can be intimidating, it does provide a foundation for policy development and use. Share the major Supreme Court decisions regarding intellectual freedom in school libraries (ALA, 2017):
    • Tinker v. Des Moines School District (1969)  - school boards have broad discretion, students’ First Amendment rights should be upheld
    • Island Trees District  v. Pico (1982)  - school boards may not remove materials from school libraries because they disagree with the ideas - decision broad and unclear
    • Case v. Unified School District, (1995) - School board disregard of own policies as unconstitutional

Plan of Action: 
  • Talk with the administrator about what will happen if a concern is brought forward. 
  • ​Ask to be part of the discussion as school librarians have the knowledge in selection, collection management, and diverse perspectives.  
  • While a parent has the right to make decisions for their own child, they do not have the right to make decisions for all students.

Opening a conversation about intellectual freedom can feel intimidating at any time, however, today it seems even more daunting.  Regardless, school librarians are tasked with providing equitable access to information, resources, and diverse perspectives for all students.  It is the time to engage the those in the learning community in understanding how selection of resources is guided by a knowledgeable and trained professional.

Sources
  • American Association of School Librarians. (2022). School librarians as learning leaders. 
  • https://www.ala.org/aasl/advocacy/tools/leaders
  • American Library Association. (2017). Notable First Amendment court cases. 
  •  http://www.ala.org/advocacy/intfreedom/censorship/courtcases 
  • Dawkins, A. (2017). Worth fighting for: Factors influencing selection decisions of school libraries (Publication No. 10257901) [Doctoral dissertation: University of South Carolina] ProQuest Dissertations & Theses Global.
  • Lance, K.C. & Kachel, D.E. (2018). Why school librarians matter: What years of research tell us. Phi Delta Kappan, 99 (7), 15-20.
  • Rickman, W. (2010). A study of self-censorship by school librarians. School Library Research, 13​

Read the book or watch the movie?

10/12/2022

 
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As a librarian, I'm sure you're on board with reading the book first (they're almost always better) and then watch the movie. But how many of our patrons actually will read the book first? Of course, we have our die hard (see what I just did there?) readers who will read the book first, but how many of our patrons even realize the amazing literature that is available that *shockingly* was first a book?

Easy displays that take up little space are books vs. movies or a this vs. that. We can easily find movie posters that will color copy to an 8.5 x 11 page and place the book right next to the movie. Ask students to decide which is better. (Another simple display would be to compare a new television series to the books that were the basis for the series.)

Stephen King is the answer.

The question is, which living author has the most books made into movies?

Of course we are aware of the recent hit movies, Where the Crawdads Sing, but plenty of other books have been made into movies, even more specifically teen movies. A simple internet search will reveal plenty of titles that you already have in your library.

Picking up a good book is as simple as pressing play.

Knock, knock, knock.

8/9/2022

 
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I hear the school year knocking on my door already. My district returns on August 8. The past two years have contributed to mixed emotions for many Nebraska school librarians. If you’re feeling a little out of sorts, you’re not alone.
The NSLA helps me get through the school year. The question I ask most often is, “What do I get? How does this organization benefit me?” Let’s look at my top four ways the NSLA gets me through the school year. If you are currently a member, I ask you to please share this with other school librarians in our state and continue supporting NSLA through your own membership. If you aren’t a member, I would love to see every school librarian and school library student benefit from their membership in the NSLA.

Exclusive online resources
The NSLA has member-exclusive online resources including informative emails, professional development opportunities, webinars, meetings, and YouTube PD playlists. These resources are only shared with NSLA members and are in addition to the free resources we offer to the public.
Networking opportunities
Virtual and in person opportunities are available for our members in the form of Zooms, a closed Facebook group, and member-only meetings. There is nothing quite like being in a room full of school librarians, sharing struggles and victories, and knowing that you are understood and supported.
Awards and scholarships
The NSLA has four awards and six scholarships available annually. Some scholarships are available twice a year. We are committed to supporting Nebraska school librarians in their professional development and pursuit of certification - and we put our organization’s money where our mouth is. $3500+ in annual scholarships are only available to members of the NSLA.
Advocacy and awareness
The NSLA has working relationships with the Nebraska Board of Education, Nebraska Department of Education, state government, American Association of School Librarians, Nebraska Library Commission, Nebraska Library Association, Academic Freedom Coalition of Nebraska, Nebraska State Advisory Committee, Future Ready Nebraska, Nebraska Future Ready Librarians, University of Nebraska at Omaha and Kearney, and more. Through our relationships, we work to enact real change and protect Nebraska school librarians and their patrons. We advocate for intellectual freedom and strong school library programs with quality school librarians on the local, state, and national levels. We make sure NSLA members are aware of legislation that impacts our field and can communicate with the appropriate people to make their thoughts known.

If you’re looking for the “why” of joining, I encourage you to check out our website at neschoollibrarians.org . NSLA’s blog always has fun and fresh ideas to implement in my own school library, plenty of PD links, interviews and announcements, and powerful advocacy tools. There are opportunities to get involved in committees, elections to become board members, and celebrations of those sharing our profession. Your membership in the NSLA is the gift that keeps on giving all school year long.

I hope you have the best school year, friends. Don’t be a stranger.

submitted by Mandy



Library Twitter Made Me Do It: Dynamic Shelving

6/9/2022

 
This spring, we learned that our littles were rejoining our middle and high school students.  I work in a specialized program in OPS for our students on IEPs who are not ready to be mainstreamed. I wanted the library to become a space of inclusion where everyone is invited and seen. I initially panicked because being a K-12 librarian is entirely new. I did know there needed to be some heavy rearranging to make our books more accessible for all our students. I turned to the library Twitter PLN and found Kelsey’s Bogan’s tweet about her blog post - “Embracing Dynamic Shelving.”  

Librarians, I was sold, and I went for it!


On a workday my library supervisor, Amy Soma, was gracious enough to come and reorganize our library as we “embraced dynamic shelving.”


​It was life changing.

Our students instantly noticed and thought we received brand new books. This made me reflect that sometimes the traditional way of shelving is not what our students need. Dynamic shelving highlighted books they normally would not have checked out. Working with students on the autism spectrum, I have students that routinely checkout that same two books. I had one student who checked out a new book and was so excited he sat at the table and read aloud to himself.
Our manga and other sections were no longer constantly disorganized. Keeping a library organized is difficult but keeping popular sections looking appealing is hard. Dynamic shelving facilitated organization because books were better spaced and offered better browsing for students. 
The only cons I found in dynamic shelving was learning a new shelving system and reorganizing when we received new books. 
Do not be scared to try something new. Have fun reorganizing!

https://dontyoushushme.com/2022/02/28/embracing-dynamic-shelving/

​By Jess Winter

One More “Hat” for Librarians:  Guest Experiences Coordinator

3/13/2022

 
[Imagined dialogue with staff and administrators.]  Hello!  My name is Erin Hanna. On behalf of Lexington Middle School, I'd like to welcome you all to LMS Library Guest Experience Services. Each year, we’re given approximately 180 opportunities to create a great school day. As your Guest Experiences Coordinator, I’d like to partner with you to make this year an exceptional one!
You are welcome.  This space belongs to all of us. Please know that we welcome you and want you here. In addition to our shared space, we hope you’ll take advantage of the many services we offer. These include (but are not limited to) library orientation, research skills lessons, lunch book clubs, in-person and digital escape rooms, book fairs, Creation Lab makerspace activities, video recording equipment, and book checkout from our carefully curated print and digital collection. Interactions with the library and staff aim to equip students with learning opportunities and critical information evaluation tools.  We have books in which you’ll see yourselves and your students reflected and books in which you and your students will learn about lives different from your own. The library provides tools to help us learn from others’ perspectives.  
We are available to serve you.  Remember that we’re here to create and organize your optimal experience! If we don’t have a book that you or a student would like to read, let us know and we’ll do our best to accommodate these wishes. If you’d love to have a guest speaker support your classroom curriculum, we’ll set that up for you.  If you need a new digital tool to use for content delivery or help troubleshooting one you’re currently using, we’ll work with you to find a solution. We will also share tissues, band-aids, pencils, and change the laminator film. We want this school year to be great and for the library to earn five-stars from each of you!
We can offer recommendations.  We love to find books, opportunities, and experiences that we hope will be of interest. Please ask us for book recommendations and share your suggestions with us. Peruse the library website for upcoming activities, interesting book news, and resources that will be helpful for projects in many curricular areas. 
We are willing to customize your experience.  We want to get to know you and your individual needs (and dreams!) for this school year. We want to provide resources as well as help design and host special experiences to support classroom activities. We’d love to connect your initiatives with community partners to extend learning beyond the classroom. Let us know your expectations so we can assist you in meeting and even in exceeding them!

​Submitted by Erin Hanna

What will my future library look like?

2/5/2022

 
    When we create a vision of something, often that vision is shaped by what we have seen before.  As I begin to envision the library I am slated to open in the Fall of 2022, there is one quote that I am going to post prominently in my office as a daily reminder: “Nothing about us, without us, is for us.”  This will be my mantra as a librarian as I attempt to engage staff and students in instruction in what will be the largest classroom in the building.
    This vision comes from what I have experienced as an educator and a learner.  For far too long, the deficit model of learning has continued to dominate within our schools.  Students (and educators) are empty vessels that some higher power must make deposits of necessary information into to “better” them.
    The first time I experienced and rejected this mindset was when I was working on my Educational Doctorate, with the intention of becoming a teacher of future teachers.  I noticed as I got deeper and deeper into my program that we had become what I had always hated.  Those people who do not live the daily lives of teachers, but they know what is best for those educators.  It is the fundamental problem of any professional development created by a consultant, a researcher or an administrator who just simply is not walking in our shoes.  As soon as I realized that was what I would become, I walked away.
    I then continued to experience it through the endless iterations of “best practices” and programs that were implemented by my school district.  Our favorite was learning goals, that, despite a two-year attempt to illuminate us on, were never made clear to a single person expected to display them on a daily basis.  And while I am someone who is almost always willing to play the game, see the silver lining, try to meet the expectations, over and over again, all of this felt so false to me.
    Although teachers experience it, they sometimes aren’t always the best at avoiding this practice in their own classrooms.  I see it in the conversations that teachers have about what they are doing in their classrooms.  One of my favorite things I heard a teacher say once, about some ancient book they had probably been torturing students with for the past decade, “The kids hate, but I love it.”  Hmmmm, if the kids hate it, then why do it?!
    Most recently, I watched a documentary called “Precious Knowledge” which was about an implementation of a Mexican-American Studies program in an Arizona school district.  There is a scene in which teachers are sitting around talking about how unmotivated students are, they don’t care, etc.  And one man finally spoke up and said, “I have never met a student who has a dysfunctional relationship with learning, they have a dysfunctional relationship with school.”  
    So, what does this all mean for my future library?  I will come back to my mantra.  Nothing about us, without us, is for us.  That means that professional development for teachers should start where teachers are.  What are their visions for their classrooms?  What goals do THEY have?  What problems are THEY encountering that they want answers to?  That should be the beginning of planning for any help, support, or ideas that are offered.  Professionals will develop if you give them the resources to do so and meet them where they are.
    What will it mean for my students?  First of all, recognize that students ARE learning, every day.  They are engaging with content of their choice through social media, whether it is Snapchat, Instagram or Tik Tok.  They are desperately looking for someone to engage them where they are, but no one is asking them.  What do the students want from their library?  How do they envision it?  While I know what I want from a library in which I spend my time, my new library is not my own.  This space belongs to the students, the teachers and the community.  And the first question I will ask is: What do you want from YOUR library?  How can it meet you where you already are and take you where you want to go?
    The implementation of this philosophy will require relationships based on trust, listening and not always being in control.  I have to balance both my expertise and knowledge and areas of strength with the ways in which my stakeholders will want me to show up for them.
    It will be a challenge, to say the least.  But it will be a challenge that I have been preparing for my entire career and I am so excited to take it on.

Submitted by Jenny Razor, NSLA member

5 Resources that have Allowed me to Succeed in my First Semester as a School Librarian

1/2/2022

 
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This is my first year in the role of library media specialist at my school. During this semester, not only have I been wearing the many hats of my full-time library position (book expert, collaborator extraordinaire, technology facilitator, and all-around professional education supporter), but I have also been coaching basketball as well as completing practicum hours and projects to officially earn my school library endorsement. To say it has been a busy semester is an understatement. 

With a family at home that includes five littles of my own on top of it all, it would have been easy to fall victim to the ever-present monster of burnout that we all know wreaks havoc in schools across the nation. However, I have not left the library once this year feeling like I should be anywhere else. I love what I do.

I can’t claim to have done this alone, so thank you to all of those that have helped me so far this year. With that, I’d love to take a minute to share some of the routines and resources that have allowed me to succeed and feel excited about my job day after day.

1. Amazing colleagues.

I am blessed to work and be connected with an amazing group of educators. They love sharing materials and discussing ideas. When I wasn’t sure what to do, it was easy to turn to them for support. Much of the time, I reached out to the other librarians on my district PLC and they pointed me in the right direction. From technology to library systems and everything in between, I have yet to be let down by their advice.  I’ve also had plenty of help from the classroom teachers in my building as well. I attribute a lot of this to the fact that I’ve been teaching in the same building for five years as a Reading and Language Arts teacher and have built some good relationships with a number of the staff. I realize this would likely be a lot tougher (but not impossible) if I’d been hired on as a completely new member of the building. 

Which brings me to my next resource…


2. Professional Communities

The NSLA has been a great place to find support and resources. Even simply reading the blog posts and email updates is such a great way to remain current on some of the major happenings with Nebraska.

I have also found some terrific resources from the Texas Computer Education Association (TCEA). A fellow librarian in my district let me know of the opportunity to become a free member of this association earlier this year. It has been a terrific resource for technology-related material and topics. Most recently, they shared a holiday digital escape room that I plan to use with my students the final two days of the fall semester.

The TCEA is similar to our very own NETA (Nebraska Educational Technology Association). Membership to NETA is also free!


3. Podcasts

While I appreciate some great blogs and email updates, I do have a 30-minute commute one way to work. This leaves a good chunk of time for me that has the potential to be utilized in ways other than simply listening to music for an hour a day. 

I decided to fill a good chunk of my drives with podcasts to help me stay current on different educational topics and get me in the mindset to best serve the learning community at my school. Here are a few of my favorites:

  • Cult of Pedagogy - I really enjoy the large range of topics shared on this podcast. Jenifer Gonzalez, the host, researches timely topics and brings on expert guests to share realistic strategies and tools to use in the classroom. I’ve found a good number of resources from this podcast that I could then share with teachers to help within their classroom. This has opened a strong line of dialogue for collaboration with classroom teachers.

  • The Library is Open - This podcast is focused on library use of technology, often discussing ideas that are easily adapted for the school library. It has certainly got my gears turning for new projects I’d like to take on within my own library. I especially enjoyed episode 9. Even though it was from 2017, it did feature the Do Space library in Omaha; a place I’d heard about but never really understood what it was. 

  • The Good Life EDU Podcast - This is a podcast specific to education in Nebraska and is produced by the Nebraska Educational Service Unit's Coordinating Council. Again, the breadth of topics is very helpful in broadening my knowledge into many facets of education. I really appreciated their episode from this past July titled “The Contemporary Role of School Librarians in Education”. It was a great interview with Sarah Churchill of the University of Nebraska Omaha and Christine Haeffner of Lincoln Public Schools that provided a solid overview of the impact of school librarians and how the role has changed quite drastically over the years. 



4. Collaboration 

The best thing I’ve done so far this semester is to not remain isolated in what could easily be the island that is the library. While it’s kept me extra busy, I’ve tried to prioritize collaboration. From full projects to mini-lessons and everything in between. I’ve had even more of my staff reach out about collaboration opportunities for the spring semester. This helps me build relationships with teachers and students and it helps fuel my passion and excitement for learning and teaching.

To help stimulate these inquiries for collaboration, I try to make a point to make contact with my staff on a weekly basis. Sometimes this consists of formal collaboration. Sometimes it’s an email with a short video I create discussing topics like troubleshooting a technology issue that has arisen recently or simply updating staff on the happenings and opportunities in the library. Sometimes it’s helping with a technology challenge in a classroom. Most times, I just stop in to say, “Hi,” and ask how things are going. It’s simple but seems to be effective. 

On one of these drop-ins, I was able to assist a couple of science teachers working on a mini-research project over monuments. A fiber line had been cut in the area. With the internet being out for the day, rendering our 1-to-1 Chromebooks useless for this project, I was able to locate print sources from our library for the students to use in their research. It was a great impromptu opportunity to help ease the stress of my teachers and provide our students with the resources necessary to continue learning. 

One of my biggest priorities this year was to do what I could to let my staff know they are supported. I want them to know my door is open and that I’m eager to help. The above are a few simple strategies that have allowed me to do just that. 


5. Student Helpers (Library Pages)
The final system that has been a true gamechanger this semester is one that a fellow librarian in the district suggested - a big shoutout the Amy Williams from Elkhorn Valley View Middle School for the idea! 

In her library, she loves getting the students involved. They help check in and out books, shelve books, keep the library tidy, set up displays, process new books, and do any number of jobs the help the library run smoothly. They are Library Pages - student library assistants. 

At first, I was nervous to employ student helpers. My type-A personality cringed at the idea. However, I decided to give it a try. Halfway through the semester, I posted an application for students to apply to be a Library Page. With the help of teacher input, I then hired twenty students to come to the library during their study halls or before or after school throughout the week to assist in the day-to-day library operations. There was some upfront work, but since initially training these student workers, it has freed up much of my valuable time to do more collaboration with teachers, troubleshoot technology issues, and interact with students especially around finding their next great read. Sure, I have a few misshelved books, but I’ve also noticed the buzz around reading increase as students embrace pride and ownership of our library. 


Being in education and in the business of helping students learn and grow, there are challenges for all staff within a school. To say my first semester has been perfect would be a flat-out lie. My hope is that some of the successes I’ve shared from my experience as a first-year school librarian can provide a few ideas to help others implement systems to grow their library and rekindle the joy that can be found as a school librarian.




​Jacob M. Barry
Middle School Library Media Specialist
Elkhorn Ridge Middle School

​ 

Readers Advisory with Golden Sower

12/12/2021

 
Do you have that reader who can’t find the just-right book? As the librarian, you have asked questions of the reader, suggested novels that fit the interests, and she still just can’t “get into” the book. It is a struggle librarians encounter, but we accept the challenge and begin the search for the “just right” book. In the past thirteen years, I have met this challenge more than a number of times. I learned quickly that I could reach for a Golden Sower nominee or award book, and my student would come back saying, “That book was really good!” 

Golden Sower reads have existed since 1981 when the honor was first bestowed upon Deborah and James Howe for Bunnicula: A Rabbit Tale of Mystery. Forty years later, many nominees read, and three different divisions for nominees, allow a librarian to have many options to offer those difficult-to-please readers. The nominees and winner lists are easy to find. Go to https://sites.google.com/site/nebraskagoldensower/winners?authuser=0.  These lists are filled with great reads for kids from picture books to juvenile fiction to young adults. A wide variety of genres and topics are included in these lists. 

Need a good read-aloud for your lower elementary students? Search the picture book nominees. Cloudy with a Chance of Meatballs by Judi Barrett is still a favorite for Kindergartners. Try Night of the Twisters by Ivy Ruckman for the middle-grade reader. When students realize this story is based on the 1980 tornado outbreak that impacted Grand Island, they are quick to read it cover to cover. The award for the young adult novel was introduced in 1993. Since then, the great reads and excelling authors does not disappoint. Authors such as Carl Dueker, Joan Lowery Nixon, Lois Lowery, April Henry, and Alan Gratz can all be found on these lists. 
​

Readers advisory can be just a bit easier or maybe a little more exciting to explore with the nominee and winner lists from the Golden Sower Award. It’s worth the time to explore the titles and authors to help your readers find the “just right” book. 

By Mary Gregoski

Supporting the Intellectual Freedom of Students in School Libraries

12/12/2021

 
When I first noticed the theme for the 2021 Banned Books week from the American Library Association, I loved that the statement was so clear and encouraged unity. Little did I know when I posted these signs along with my informational display in my school library in September, that just a few months later, our country would be in the midst of a very clear, very troubling representation of this call to action. “Books unite us. Censorship divides us.” 
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As the chapter delegate for the Nebraska School Librarians Association (NSLA) to the American Association of School Librarians (AASL), I have been very fortunate to be able to attend and participate in discussions about the increase in book challenges in schools and school libraries across the country. I have walked away from each of those discussions with two very clear thoughts. 1) No one is alone in facing book challenges as they are occurring everywhere in all types of schools. 2) No one is alone in facing book challenges, because there are amazing resources available through the American Library Association (ALA), AASL, and the ALA Office of Intellectual Freedom (OIF).
There are so many fabulous resources available that many of the words below are not my own but come from the experts and advocates working on our behalf at the national level. My hope is that they will provide information and guidance for all school librarians in Nebraska and beyond.
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As we see a large uptick in challenges to materials in school libraries, it is important to remember that our school library collections are developed and maintained by certified school library professionals who have been specifically trained in strategies to select materials that fit the needs of the students in their specific school environment while also being fiscally responsible with the budget they are given.
Often, this is a lengthy process that includes weeks if not months of research reading book reviews, looking at “best of” lists, and seeking recommendations from other professionals. This responsibility to select materials is not taken lightly. School librarians work diligently to curate collections that support the curricular needs and interests of their unique student body.
    Students in schools accredited by the Nebraska Department of Education under Rule 10 are very fortunate that, at this time, they each have a certified school librarian working in their building (or someone working toward certification) at least part time. This means that each school employs someone who is trained to create a well developed collection that supports a wide variety of student needs and interests.
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    AASL shared recently on Twitter: “Committed to inclusion and equity, school libraries provide the widest possible range of viewpoints, opinions, and ideas so that every learner has the opportunity [to] read freely and pursue success in college, career, and beyond. It is a school librarian’s responsibility to use their professional expertise to provide information relevant to all learners, educators, and members of the learning community.” Read the full statement on book censorship from ALA and it’s divisions, including AASL, here.
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Furthermore, the Intellectual Freedom Brochure provided by AASL states, “Intellectual freedom is a core value of the library profession, and Article V of the Library Bill of Rights affirms special protections to minors using libraries: ‘A person’s right to use a library should not be denied or abridged because of origin, age, background, or views.’ The school library center has the unique responsibility of introducing young citizens to the world of information. Nowhere else do children and young adults have unlimited daily access to books, magazines, newspapers, online resources, and the Internet. Students have the right to a relevant, balanced, and diverse school library collection that represents all points of view; school librarians assume a leadership role in protecting minors’ First Amendment right to read and receive information and ideas.”
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    In today’s climate, it is not a matter of if but when a book challenge will come your way. Schools and school librarians can prepare for these important conversations about a student’s right to read and their intellectual freedom by reviewing resources that have been curated from ALA, AASL, and OIF and are available on the NSLA website.
It is important to remember, as was shared by the National Coalition Against Censorship, “Libraries offer students the opportunity to encounter books and other material that they might otherwise never see and the freedom to make their own choices about what to read.” And, access to materials is a first amendment right, no matter how old you are. “The First Amendment guarantees that no individual, group of individuals, legislator, community member, or even school board member can dictate what public school students are allowed to read based on their own personal beliefs or political viewpoint. It is freedom of expression that ensures that we can meet the challenges of a changing world.  That freedom is critical for the students who will lead America in the years ahead. We must fight to defend it.”
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    One of the ways to be proactive when facing potential challenges is to have a board policy regarding selection and reconsideration of materials. “Every library — academic, public, and school (public, private, charter, independent, and international) — should have a comprehensive written policy that guides the selection, deselection or weeding, and reconsideration of library resources. The most valuable selection policy is current; it is reviewed and revised on a regular basis; and it is familiar to all members of a library’s staff. The policy should be approved by the library’s governing board or other policy-making body and disseminated widely for understanding by all stakeholders.” If you need support creating or updating policies for your school library, visit this site or reach out to NSLA.
    If a challenge is made to material(s) in your school library, there are many supports available to you through ALA, AASL, and OIF including preparing for and responding to challenges. “With the severe uptick in local and statewide book challenges, ALA offers this clearinghouse of resources to assist library workers and library advocates in responding to and supporting others facing those challenges. Remember to report challenges to the Office for Intellectual Freedom, and let ALA know if you need assistance.”
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With an increase in book challenges, it is also important to be aware of how self-censorship can affect the development of a school library collection. Self-censorship by librarians or schools occurs when a choice is made to remove or not purchase materials due to concern of a future challenge occurring related to that material rather than basing the choice on professional selection criteria and/or selection policies approved by the school board. A 2016 survey conducted by School Library Journal showed that 9 out of 10 elementary and middle school respondents said they have “not bought a book recently because of the potential for controversy.” The likelihood for this practice to increase in the face of the sheer number and visibility of challenges in our country right now is concerning.
Remember that you are not alone in facing challenges about materials and programming in your school library. Please reach out to NSLA or ALA/AASL/OIF if you need any assistance or have any questions.

Courtney Pentland
Chapter Delegate for NSLA to AASL

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AASL 2021: Salt Lake City

11/24/2021

 
Welcome to our first hybrid blog post. This format was dreamed up while NSLA members got together for dinner in Salt Lake City during the conference. If you like it, please let us know!

So, what did I learn other than what I shared in the video? Tons!
  • Comfy shoes are life. There will be lots of walking. Also, check the weather forecast. I didn't, and I froze. Lesson learned.
  • A good conference bag is your best friend. You need ALL the space and very few things.
  • Take the time to meet the authors and interact with the vendors. I came back with so many things that just made me excited about books, literacy, and our amazing profession.
  • Plan ahead for dinners. Call and make reservations. Walking around unfamiliar areas may produce memories, but it does not produce delicious food on the table for a group.
  • Find a good roommate who you can talk and process with. This was the most crucial part of my experience. So much information is thrown at you. My brain went numb. Having someone to process with was incredibly valuable and helped me frame what I was learning.
  • I definitely want to go in 2023. First, it's in Tampa so it's warm! (See the first bullet.) Second, I have so much more to learn and try. School librarians are constantly evolving, and I can't wait to see what we do between now and the next AASL National Conference.
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