School Library Planning

This group allows library media specialists to share resources and ideas regarding building and implementing district long-range library plans.
187 members 72 affiliated resources

All resources in School Library Planning

A Visual Guideline to Staffing Choices in School Libraries

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Whether they are called school librarians, media specialists, teacher-librarians, or something else, school librarians are trained as teachers and additionally as librarians; they are qualified to work across their schools with all students, teachers and administrators. But many building principals, district administrators and even teachers don’t realize all the things strong school librarians SHOULD be doing in support of student achievement. The "Areas of Expertise" and the related skills listed here are ranked to show strength of training and experience. This list can also be cross-walked to the three 2017 AASL National School Library Standards frameworks (Learners, Librarians and Libraries) as well as the SL21 Measurement Benchmarks for Michigan School Libraries for 21st Century Schools . (Introduction to document)

Material Type: Reference Material

Authors: Brooke King, Debbie Hall, Donna Kearley, Dorcus Hand, Suzanne Lyons

Library Video Series

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These videos were produced under the leadership of Suzanna Panter, Library Coordinator of the Tacoma Public Schools (WA). They align with the 6 foundations of the AASL National School Library Standards. However, they are powerful advocacy tools to share with our stakeholders to illustrate the good work that librarians and library programs contribute to student s and learning.

Material Type: Other

Author: Suzanna Panter

FRS Library Plan Project Tracker

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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.

Material Type: Curriculum Map

Author: Beth Clarke

Future Ready Evidence Template

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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.

Material Type: Diagram/Illustration

Author: Monica Treptow

Do Libraries and Teacher Librarians Have the Solution to the LongTerm English Language Learner Problem?

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Dr. Krashen, professor emiritus from the University of Southern California, is a linquist specialist who strongly supports school libraries. He explains the intention of this paper as, "My goal in this paper is to suggest another approach that is consistent with theory and research: self-selected pleasure reading in English. Libraries and teacher librarians play a central role in carrying out this suggestion."

Material Type: Reading

Author: Stephen Krashen


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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.

Material Type: Primary Source

Author: Melanie A. Lewis