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.
The link provided will take you to the 2020-2023 Library Media Plan for the Howards Grove School District Libraries. The plan is based upon the Future Ready Librarians Framework and addresses each wedge, with specific goals for forward movement focused on Curriculum, Instruction & Assessment; Use of Space & Time; and Community Partnerships.
This is the West De Pere School District Library Plan for 2022-2026.
This interactive tutorial, created with LibWizard by UW-EauClaire McIntyre Library, introduces students to the basics of citations in APA Style (7th Edition). Students practice creating citations.
"Library Voice" blog post by Shannon McClintock Miller sharing Future Ready Library Plan Google Sheets template, and Padlet to view multiple library plans from districts around the country. Read blog post, "Let's Share our Future Ready Librarian Plans with one another here!"
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.
It’s not easy to create an inclusive book collection. That’s because creating a diverse book collection is about more than just making sure X, Y, and Z are represented. It’s not a matter of ticking off check boxes or making sure quotas are filled. For those committed to doing it right, building a diverse book collection requires contemplation, research, and awareness. But the rewards are great: a truly diverse collection of books can turn children into lifelong readers and promote empathy, understanding, and self-confidence. To make things a little easier, we’ve created a checklist to help.
Link to ECASD PDF.
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
Selection policies are practical tools used by school librarians to guide them in their collection
development plans. This investigation into district-level selection policies examined policies from
80 school districts across the United States. The policies were examined to determine the status
of selection policies in school libraries and if the policies reflect the recommendations of
professional literature. Through content analysis, we determined that most of the school library
selection policies included at least half of the expected key components. However, there is a need
for school librarians to advocate for revision of policies to keep them current and provide
effective guidance for school librarians as they make selections for their collections.