Utilizing the Future Ready Framework as recommended by the DPI, Kenosha Unified School District aligned the results from the various surveys and resource audits to establish the goals listed in this plan.
At the end of every school year I put together an Animoto video that highlights our library program at Riverside Elementary (D.C. Everest). My entire budget (except for $225 for supplies) is made up of Common School Funds so we couldn't do what we do without that funding.
A Google Slides presentation containing the Library Plan for the 2019-2020 school year for the School District of Manawa.
The purpose of this collective case study was to develop an understanding of why California K12 public school administrators distribute instructional leadership responsibilities to either
instructional coaches or teacher librarians and how the two roles compare within the context of
the implementation of the California Common Core State Standards in ELA/Literacy. The study
addressed the following research questions: Why do administrators select instructional
coaches/teacher librarians to help them provide instructional leadership? How do administrators
and instructional coaches/teacher librarians work together to provide professional learning within
daily instructional practice? How do administrators evaluate the effectiveness of the
instructional coaches’/teacher librarians’ instructional leadership roles? Participants were district
administrators who oversee the population, site administrators who directly supervise site-based
instructional coaches or teacher librarians, and the corresponding instructional coaches and
teacher librarians. Data were collected from multiple sources, including documents, interviews,
observations, and focus groups with participants. Within-case and cross-case analyses were
conducted to develop a naturalistic generalization of what was learned about how the coach and
teacher librarian contributed to instructional leadership. Results demonstrated that administrators’
personal values influence their decisions to select and utilize instructional coaches or teacher
librarians to provide instructional leadership. Instructional coaches are considered to be extensions
of administrators as instructional leaders in ELA while teacher librarians are considered to be
resources that can be called upon to provide occasional instructional support in ELA.
Current 2019-2020 Clear Lake School District Library Plan highlighting what is currently being done in the library and future goals.
Bibliography created by the librarians at the Cooperative Children's Book Center (CCBC) that includes sample policies and procedures, as well as educational materials related to them
Digital Storytime: Kids, Apps, and Libraries is a module-based online professional development course designed for public librarians and other educators. Course participants will gain a richer understanding of how and why apps can be used with young children and the adults in their lives, as well as which apps are the most beneficial, and where to find the best apps. This course takes approximately 3-5 hours to complete; participants who complete the entire course using the same device and browser can download a Certificate of Completion.
Time to complete course: 3-5 hours
Education Forward provides considerations for district and school leaders to plan and implement a safe, efficient, and equitable return to school.
This is a Future Ready School Library Plan tracker. It will support your priorities, goals, and actions to help your plan come to fruition. There is a tab for tracking and for a timeline. This can help organize your plan, as well as keep vital evidence of your progress to use with your stakeholders.
Simply make a copy of this template to be used in meetings when you are highlighting work you are doing. Just describe the project or task in the wedge(s) to which it applies. By filling out one of these templates at each meeting, you can gather evidence about what wedges have been focus areas. This could give you insight on future areas of work or help identify priorities.
This is the Integrated Library Media and Technology Plan for the Holy Hill Area School District, approved by the school board on June 1, 2020. HHASD is a 4K-8 school district with approximately 550 students. The majority of our students continue on to Hartford Union High School. The plan focuses on four areas of growth for our library and technology programs along with supporting our district's continuous improvement plan.
Collaboration between teachers and teacher librarians (TLs) faces fundamental challenges in the high school setting. Studies of professional library organizations have suggested that collaborations between teachers and TLs are effective in improving student learning, encouraging personal reading, and raising digital citizenship awareness. The conceptual framework and structure of the teacher and librarian collaboration model (TLC-III) is based on the notion that robust collaboration efforts involving groups of teachers have positive effects on students. Researchers have validated the TLC-III model in studies with various groups of teachers and TLs as instructional partners, but have not done so at the high school level. The aim of this study was accordingly to validate the TLC-III model at this level with various high school teachers across disciplines and to determine why some choose to collaborate with TLs while others do not and the factors that influence the formation of a collaborative environment at a large, comprehensive high school. This mixed-method study relied on 62 anonymous surveys and 22 face-to-face interviews to assess what is needed to improve collaboration as part of the learning environment at this school.
Here is the board approved library plan for the Kewaskum School District. There are approximately 1850 students in the district and it consists of one grade 9-12 high school, one grade 6-8 middle school, and three 4K-5 elementary schools. The village of Kewaskum is located in northern Washington County about 30 miles north/northwest of Milwaukee.
A guide to amplify the wide variety of initiatives that put the library learning commons at the center of teacher and learning in a school. The acronym stands for Literacies, Information, Inquiry, Instruction, Innovation, Technology, Expertise, Service.
Curious about the idea of a Learning Commons, for your K-12 school, that transforms the traditional school library into a vibrant learning community? Here, you will find the current crop of resources to give you lots of ideas and helps created by the authors and other colleagues from the U.S. and Canada. Two major concepts are presented below; but, check out the various tabs for lots of resources and ideas.
This step-by-step guide is designed to help librarians start and sustain strategic conversations with school and district leaders.
Road Back to Student Success through Your School Librarian from the New Jersey Association of School Librarians is an infographic highlighting key ways school librarians support online learning.
Article and checklist from the American Library Association's Choose Privacy Every Day campaign.
Reopening plan template from Pennsylvania. As Wisconsin library media specialists, make sure to personalize with local links - such as Education Forward.
Inspired by Kim Borden (Pen Argyl, PA) & PSLA Crowdsourced Tiered Plan; Graphic created w/ Canva template & adapted from Eanes ISD Library Dept. (Texas)
A Mackin collection analysis looks at three paramenters, age, size, and distribution, when determining an "exemplary" library collection. This is a list of professional resources used in factoring Mackin's recommentations.
Mineral Point Unified School District is a small, rural district in southwest Wisconsin with approximately 725 students. When crafting our library plan, we recognized the need to be succinct and chose three focus areas that supported current local initiatives while moving our district forward.
Bibliography adapted from the October 2018 WLA Program: "No One Checked It Out: Transforming Perceptions of Diverse Books" given by librarians from the Cooperative Children's Book Center (CCBC)
This is the Future Ready Library Plan for the Portage Community School District. It lays out the 8 gears (and central gear of student centered literacy) individually. Each gear page discusses the focus, highlights what we are already doing to address the gear, and future plans to address areas of weakness. The plan is meant to be fluid in its website form that we will re-evaluate yearly to best meet our district needs.
This is the Google site for the Rice Lake Area School District Library Services Long Range Plan.
Padlet created by Shannon Miller to share ideas
School librarians fulfill five important roles: instructional partner, teacher, leader, information specialist, and program administrator, all of which highlight the profession’s skill at building relationships and creating an inclusive school culture. During the COVID-19 pandemic, schools need this librarian skill set more than ever as they adapt to meet the current needs of learners in a constantly changing learning environment.
Doug Johnson highlights six supporting roles of Future Ready school librarians: Curating resources to support individualized instruction; Sharing expertise in locating and evaluating resources; Helping students - and teachers - produce digital content; Being the "digital copyright guru"; Teaching digital citizenship and online safety; and Planning and managing school maker-spaces
The Pennsylvania School Librarians Association’s Board of Directors has approved a one page document titled “School Librarians at the Center of School Renewal and Transformation” to be used by the association and school librarians in their advocacy efforts. Created by Allison Mackley (@amackley), PSLA Immediate Past-President and endorsed by the PSLA Board, this can be shared widely with stakeholders as we educate them about the value and expertise of school librarians.
Information literacy skills are needed to help solve real-world problems, but K–12 students lack
these skills. The purpose of the study was to use Michael Fullan’s (2007) Change Theory
initiation phase to investigate teachers’ perceptions of their own openness to change and about
collaboration between a school librarian and a teacher in the context of information literacy
instruction. An explanatory sequential mixed-methods study was used to analyze teacher
perceptions by means of a quantitative survey and school librarians’ qualitative reactions
(gathered in interviews) to the results of the survey. Classroom teachers indicated a belief that
teaching information literacy skills was the role of both school librarians and teachers.
However, grading, assessing students’ progress, and teaching content-related information were
the role of the teacher. The classroom teachers and school librarians both reported
collaboration by dividing the lesson instead of working together on standards, planning, and
assessments. A key finding that could contribute to successful implementation of change is
gathering input from individual teachers by means of surveys and discussions in department
meetings and communicating educational changes through faculty and department meetings.
Article from ISTE provides research and strategies for helping students identify reliable information.
This document, created by the New York City School Library System, compares the roles of school librarians in physical and remote educational environments.
Joyce Valenza highlights the work New York State has done with library curriculum and includes many helpful links.