NSLA Blog

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!
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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​