Article Abstract: This survey-based research explores whether first-year college students who have had previous interactions with
library instruction, services, and resources at the high school level are better prepared to undertake information
literacy challenges and are better equipped to adapt to the rigors of academic research. In this collaborative
project, academic librarians across six colleges in New Jersey surveyed first-year students regarding their
research preparation and their experiences in high school and in their first year of college. Additionally, the team
surveyed a group of vetted, certified high school librarians in New Jersey regarding their resources and
instructional practices and followed members of their senior class to college Based on student survey responses
relating to their high school experiences, the team was able to identify, study, and compare three groups of first-
year students: novice researchers, non-novice researchers, and a subset of non-novices from the high schools with
vetted librarians. These were labeled alumni non-novices. The team found that students with prior high school
research experiences (non-novices), especially those followed from schools identified as having certified li-
brarians (alumni non-novices), felt more prepared for academic research and performed at a higher level relating
to their understanding and use of research tools and strategies. The results point to equity concerns and suggest
that students require differentiated attention at the college level.

Kymberlee Powe, Children and YA Consultant for the Connecticut State Library Division of Library Development, dives into the makeup of the publishing industry. You will learn how to identify the difference between a diverse collection and an inclusive one and walk through the logistics of performing a diversity audit of your collection. The examples and resources provided in this session will focus on youth collections; however, the methodology of performing a diversity audit, and the reasons to do so, are universal to all collections.This presentation is brought to you by the Connecticut State Library, in collaboration with the Indiana State Library, the Library of Michigan, and the State Library of Ohio.

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.

Sometimes, the process of creating a library plan can be...well...not fun. Professionally, we are pulled in many different directions at our schools, and we may have multiple people we are answering to who have their own ideas and priorities. It can be tricky to distill our goals into clear and concise statements about where we want to move our library for the benefit of our stakeholders.

I am in the process of creating my second library plan (the first plan had been approved 3 years ago, and our plan was due for an update). I found the article, "The Future Ready Librarian in Practice" to be a very helpful quick read, and a reminder about what I hope to do in my library: create a space that invites experimentation, creative, research, and collaboration.

I would recommend this article to any librarian who is beginning their Library Plan process for the first time, and to colleagues, like me, who are revising their plans. The suggestions in the article, such as "Empower your students to lead" are helpful reminders that we don't need to copy what another library is doing. What does that statement mean to you? How would you like it to be a reality in your library? Those moments of inspiration can be great sources for new library goals.

I had a draft of my library plan prepared, but have been reflecting on my goals before showing it to my administration before asking for school board approval. This article made me re-think some of the goals I had in my draft. It may do the same for you. Happy reading, and reflecting!

This is a Google Doc version of the Future Ready Framework that you can copy and edit for your own district. Answering the questions can help you to create your library plan. My administration loved this form.

After reviewing the previous GBAPS Information & Technology Plan and reflecting on our library work over the
last three (3) years, the Long Range Library Planning Committee has developed the following goals and
objectives for our LMS and library programs. Our goals and objectives directly align with the GBAPS District
Strategic Plan and are guided by the practices outlined in the Future Ready Librarian Framework. It is important
to note that these goals and objectives are rooted in the beliefs that our work is student centered, and literacy is
at the heart of everything we do.

Genrefying a library’s fiction collection is a common practice in school libraries. However,
there is little research to explain the benefits or drawbacks of this practice. Using a withinsubjects/time-series action research design, this study was conducted to understand more about
the impact of genrefying the fiction collection in a single library. This study found that
elementary students could locate fiction books faster and to greater satisfaction with a genrefied
collection than in a collection in which fiction was arranged in a FIC label format, which is
typically seen in standard Dewey Decimal classification.

Grafton School District Libraries (K-12) Reopening Plan and COVID Response - Proposed plan as of June 30, 2020.

This plan was approved by our board in June of 2023 for the next 3 years. The link is to a Book Creator file.

Controversial issues are complex topics that are grounded in conflicting values or opinions and can result in emotional reactions and public dispute. Schools may avoid difficult issues that could bring forth feelings of fear, confusion, or anger. Addressing these issues, however, can motivate students to learn and make relevant connections to their local and global communities. For students to become active and engaged citizens, they will need civil discourse and reasoning skills, as well as tolerance, empathy, compassion, and an interest in civic knowledge.

This is the Integrated Library Media and Technology Plan for the Holy Hill Area School District, approved by the school board on May 12, 2022. HHASD is a 4K-8 school district with approximately 500 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.

This is an open access tutorial on how to read scholarly articles created by UW-Madison Libraries. It is interactive and developed in Articulate Storyline 360. It is fully-accessible. Aligned with the ACRL Framework for Information Literacy: Frame - Scholarship as a Conversation. Learning outcomes: 1. identify parts of a scholarly article to determine relevance and quality. 2. articles vary by discipline, and strategies for reading to understand an articleTo access tutorial, select view resource. 

If you haven't visited Diverse Book Finder recently, you will find they have expanded their services to include YA books and are beginning to include small publishers in their collection.

This is the three-year library plan for the Independence Public School for 2020-2022.

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.