NSLA Blog

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!
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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.  

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. 
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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​