Fired Up about Censorship

by Courtney Kincaid, assistant library director at North Richland Hills Library and chair of the TLA Intellectual Freedom Committee, and Brooke King, Middle School Librarian in Humble ISD, TxASLTalks Editorial Board



After facing a book and policy challenge in the summer of 2015 which lasted 21 weeks, Courtney Kincaid became involved in the Texas Library Association’s (TLA) Intellectual Freedom Committee. She now serves as chair of the committee and together with incoming vice-chair Brooke King, shares how to prepare for and survive a censorship challenge in a public or school library.

Censorship is removing books, relocating books, and restricting access to books. When individuals or groups attempt to have materials removed from a library based on obscenity, blasphemy, political concerns, etc., the TLA Intellectual Freedom Committee recommends following these procedures. 

Know Your Policies 
Have clear collection development, selection, deselection, and reconsideration policies and procedures in place which have been approved by the library’s governing authorities. Be sure all library employees are familiar with the policies; know where to find them, and how to talk with users who are upset about an item. Educate stakeholders such as friends groups, boards, administrators, teachers, parents of students, etc. to make sure they are aware of the policies. Review the policies often and make sure you are familiar with any updates. In schools, be aware of any possible technicalities or other policies that may override the district’s such as State Board of Education policy. 

Listen 
Listen calmly and courteously to the complainant. Remember, the person has a right to express a concern and they want to know that they have been heard and taken seriously. Communicate the need for diversity in a library’s collection and resources, and review the collection development policy. The individual may be reacting to just a small portion of the item, so ask if they have read the entire book, or viewed the entire video or DVD. Remind parents that they have the right to monitor what their child reads. Suggest that they use this as an opportunity to reinforce what types of materials they find offensive with their child so that they won’t check out such material in the future. If the person is not satisfied, provide a Request for Reconsideration form and a copy of the library’s collection development policy. Once the individual completes and submits the form, make certain to send an initial reply promptly. Keep clear and detailed notes of any conversations or correspondence. 

Notify 
It is essential to notify the library’s advisory and governing authorities of the complaint as soon as possible. Assure them that the library’s policies and procedures are being followed. Present full, written information giving the nature of the complaint and provide the material(s) being challenged. 

Strategize 
Read, watch, and research the items in question, and ask other employees to as well. Let your advisory and governing boards review the items. Prepare all necessary documentation (how long have the items been in the collection, publisher reviews, how the items fit in your collection development policy, how many times the item has been checked out, etc.). Be prepared to justify your book selection based on your collection policy, professional reviews, etc. If a committee is used to evaluate the challenged material, be informed about your state’s open meeting and public record laws. Finally, have the committee provide a decision letter to the complainant. If the decision is appealed past the library board or committee, it could possibly go to a court system. Laws governing obscenity, subversive material, and other questionable matter are subject to interpretation by courts. The 1982 case, Board of Education v. Pico, is referenced throughout many censorship situations and has mostly prevented school and library book censorship by public schools. 

Library Bill of Rights 
Your strongest arguments against censorship are found in the principles of the Library Bill of Rights, adopted June 19, 1939, by the American Library Association (ALA) Council. The Library Bill of Rights should guide our profession, and our policies and procedures to support intellectual freedom. The Library Bill of Rights is not legally enforceable, it is a statement of professional principles, TLA 2018 Exhibitor Directory Edition 13 but it is based on the First Amendment to the U.S. Constitution. Prepare for any challenges by adopting the Library Bill of Rights in your library’s policies. Libraries must abide by their approved policies and procedures when dealing with censorship. Not following adopted policies during a challenge further complicates the situation for everyone involved. 

TLA Intellectual Freedom Committee and ALA Office of Intellectual Freedom 
TLA, TLA’s Intellectual Freedom Committee, and the ALA Office of Intellectual Freedom have resources and information to support you throughout the challenge process. Notify them of the complaint, and enlist their advice and support along with help and guidance from other organizations (see sidebar contacts). Report any censorship to www.ala.org/tools/challengesupport/ report. All personal and institutional information submitted via the form is kept confidential. 

Community Support 
When appropriate, inform local and civic organizations, parent groups, and other stakeholders to enlist their support for the library. Meet negative pressure with positivity. This is your chance to talk about the diverse collection for your diverse community. Anticipate difficult questions, stay calm and friendly, and be truthful. A library’s collection should represent its entire community. We promise you have a more diverse community than you think! As a leader in the community, communicate the positive qualities and resources your library provides for everyone. Rely on supportive organizations to help tout the importance of the library. 

Media 
Freedom to read and freedom of the press go hand in hand, so your local media will most likely be a source of support. Be sure to provide accurate information regarding the issue as you will most likely be asked for a statement. Always stick to the truth and your policies. 

Conclusion 
Libraries serve communities with a diverse range of ages, interests, and cultures. The books and items you select may be just right for one subgroup, but not others. Be proactive with sharing information about intellectual freedom, post the Freedom to Choose/Freedom to Read poster in the library and on your website, and celebrate Banned Books Week. Teach staff, users, and students how to select materials that are appropriate for their individual needs. As an example of interacting and guiding younger users, if a student brings a more mature book to the circulation desk, conference with her/him and explain that the book briefly (or heavily) focuses on X subject. Then let the student make the decision if the book is appropriate or not. Remind them they can return any book at any time and check out something new. You may or may not ever experience a book challenge, but you play an important role in the right to information and educating others of this right. Please consult ALA’s Intellectual Freedom Manual (9th edition) for more information. 

Banning books gives us silence when we need speech. It closes our ears when we need to listen. It makes us blind when we need sight. – Stephen Chbosky

Article first published in Texas Library Journal, vol. 94, no. 1, Spring 2018. Used with permission.

Packed with Poetry

I love the month of April!  In Texas it means the beautiful wildflowers are in full bloom, in San Antonio Fiesta is colorful celebration of everything SA,  nationally it's School Library Month, and  Poetry Month!  So many wonderful celebrations, but today I'd like to share with you the various ways our library will be celebrating Poetry Month to perhaps generate ideas for your own celebration.

To kick-off our celebration I am partnering with a fantastic arts organization in San Antonio known as Urban15. On April 2, 2018 the Mega Corazon division of Urban15 will live-stream performance poetry from 1pm-9pm, with a special youth focus from 1:00-4:00pm.  The poets featured include Carmen Tafolla, Naomi Shahib Nye, John Phillip Santos, and many talented performance poets from the San Antonio area.  This event is available FREE to anyone who would like to view these performances.  Bookmark this link, so you can watch the performances live: https://urban15.org/live-feed/  Last year, I had this stream running the entire afternoon in our library and was impressed with how many students stopped to listen.  It truly is the easiest way to introduce performance poetry to students and the talent featured is amazing!

Another feature of the Mega Corazon poetry celebration is the free poetry writing workshops. These 90 minute workshops features Anthony "The Poet" Flores, a three time Grand Slam Poetry Champion.  If you are in or near the San Antonio area, please consider making room for this event. I am asking our English teachers to nominate 3-5 students who are interested in writing poetry to attend the workshop and the students are thrilled! If you are interested in these workshops, please contact Marisol Cortez at events@urban15.org to arrange one on your campus.

I am lucky enough to be a mentor to two teachers working on the MLIS this year and they have partnered with me to create some great no-tech maker spaces to play with poetry.  Here's some of what we have planned:


  • Wall of Poetry  We are writing out a poem on colorful butcher paper that will enclose the library. Last year we had it on the outside of our library so anyone walking by could read "One day" by Richard Blanco.  Due to construction, this year the poem will surround the interior walls of the library. This was a favorite feature last year.
  • Blackout Poetry bookmarks - using pages from weeded books, we will feature a bookmark making station.  Hoping they will turn out as cute as these.
  • Poetry Vitamins - this is a small take on Poem in Your Pocket day.  We will feature short verses on colorful paper, curl up the paper and place them in bowls around the library, so everyone can have their daily dose of poetry.
Poetry Vitamins
  • MadLib Poetry - for this station we will create a mad-lib style poem based off  a selection of poems from I Could Chew On This by Francesco Marciuliano.  This book will be featured near our station so students can read these wonderful poems. Based on the test group, this is going to bring lots of laughs!
  • Magnetic Poetry - similar to the refrigerator magnets, we create our own magnetic words to be put together in creative ways to form quick poems on our two magnetic white boards.  I always see some creative work in this station!
  • LibraryLounge - at the conclusion of the month we are hosting an open mic night in the library, featuring the students who attended the poetry writing workshop AND Anthony Flores will again join us to see the students read/perform the pieces they started during the workshop.  Can't wait for this event!
A few other activities are in the works, but I can't wait to begin this month-long celebration and share it with our staff and students. What about you?  I'd love to hear your ideas for Poetry Month!

Because Libraries Make Leaders

By Dorcas Hand, School Library Advocate, www.studentsneedlibrariesinHISD ; ALA Councilor-at-Large; Editor, TASLTalks with inspiration from Jim Neal

ALA President Jim Neal posted an article on the Libraries Transform site a few months back, a piece I noted because of the title. Recently, I have told you in this blog about why I think the Libraries Transform advocacy platform is so useful to school librarians in Texas, but rediscovering Neal’s piece reminded me of yet another reason: libraries are the place and their certified librarians the human catalysts to inspire students to follow their curiosity into new fields of interest, and then to build that learning into a comprehensive body of knowledge that allows these children to become engaged adults ready to lead their communities. 




In my TASLTalks blog of Feb. 14, Libraries Transform – Especially when Speaking with One Voice, I noted the usefulness of the four basic messages – but in today’s post, the key is “Libraries Transform Lives.” It is through the students we impact that we can transform communities, support lifelong learning and be that smart investment of the other three messages. And that “we” is the certified school librarians who work with Texas students in school libraries state-wide every day. I cannot say it enough: we who are school librarians matter deeply to the success of our students, our schools and cumulatively our state.

As spring begins here in Texas, I want to remind you all to take full advantage of all the tools you have at a click of your computer:


Libraries make Leaders. And we Librarians must be leaders. We need to demonstrate to our campus leadership how libraries are essential to student achievement. We need to demonstrate to our teachers how collaboration can strengthen their classroom projects and topics. And we need to show our students the infectious excitement of following curiosity where it leads (there’s that word again!), to learn more and more about our world, their world for many years to come.

I hope to see many of you at conference, but watch here in TASLTalks to find articles about programs and award winners you might have missed. Leaders are always learning. Libraries make leaders by supporting lifelong learning.

Walking the Talk: Leadership Lessons as a Lilead Fellow

by Carolyn Foote, District Librarian at Eanes ISD and High School librarian at Westlake High School. She is a member of the current cohort of the Lilead Fellows, and an advocate for student voice, leading with technology, and flexible learning spaces. Her blogs can be found at futura.edublogs.org and thewhslibrary.edublogs.org.

What does leadership mean? For me, it means being willing to grow and learn new things and to leverage the experience I have. Part of being a leader is also recognizing when you need to tend to your own garden as well as supporting the growth of others. 



When I found the Lilead Fellows program, I was seeking something. After years of leading in a small district, I was both looking for growth for myself, and for fellowship of other leaders. Beyond that, I wanted to add more structure and background knowledge to my ad hoc leadership skills learned “on the job” and from local mentors. 


The Lilead Fellows (and other programs like it, like Texas’ wonderful Tall Texan program and the new TLA Executive Leadership Immersion Program) allows me to connected with other district lead librarians across the country and with mentors who were there to support my job embedded projects. And it was also an opportunity to formalize some of my knowledge about leading and put some language to some of it, to learn new strategies, and ultimately o become braver as a leader.

Doing a program like Lilead is different than attending conferences — it’s more akin to going back to school, but going with a team of colleagues through the entire program. And any program which lets you step back mid career or later in your career and lets you assess and learn new skills is a worthwhile endeavor. Participating in Lilead was meant as a rare gift to myself as a learner, I have to admit. So, whether or not this particular path interests you—find one that does—find a support group—an institute, a workshop—something that can help you reach new levels of your abilities and offers you support.

We’ve had some valuable experiences this year in the program. One of the most helpful things for me has been reading the book Strengths Finder (Rath, Gallup Press, 2007)  and assessing my own strengths. Strengths Finder was such a positive experience and doing it with other library leaders nationwide allowed us all to see the diversity of talents that different individuals bring to their library programs. How much better is it to build a learning network around you that complements your own strengths!. It’s also a great tool to bring to your own library team in your district or to do across teams that work together like librarians and instructional technology.

Another book that was impactful was Simon Sinek’s Start With Why (Portfolio/Penguin, 2013). We’ve spent a lot of time in Lilead Fellows talking about our “why” and honing our ability to state our why. Why are we librarians at all? What is the “why” behind our projects in our districts? Being able to articulate that is an effective part of being a campus leader. I should add that the benefits haven’t just from reading the book—the benefits are from spending time reflecting on your goals in an intentional way. Find a small book group, if you aren’t part of any other group, to read the book with and then share your “why” with as a way to hold yourself accountable to taking that reflective step.

As part of Lilead, we have also generated lists of our most important priorities so we could gauge if that’s where we were spending our time, have learned about things that hinder or help a change effort, have learned about how to design our messages effectively, and discussed how to communicate with our administrators more effectively.

The last book that has been very influential for me is one I discovered via an article we read. It’s John Kotter’s Leading Change (Harvard Business School Press, 2012). Kotter has written a lot about what prevents change from being successful and how to navigate a change effort that works. It’s been hugely helpful for me. There are things that trip up many librarians when trying to change things in a new school or to try something new, and his articles and books were really helpful guides in how to avoid those pitfalls.

While I’m thrilled that Texas has three members in the Lilead Fellows, there are many other leadership opportunities too. Whether you are a district leader or a librarian at an individual campus, take the time to grow your own leadership skills. Every moment we spend showing our staff that we are willing to step up as educational leaders, not just library leaders, are moments that we demonstrate the power of a librarian to our administrators.

Kotter, John P. Leading Change. Harvard Business School Press, 2012.

Rath, Tom. Strengthsfinder 2.0. Gallup Press, 2007.

Sinek, Simon. Start with Why: How Great Leaders Inspire Everyone to Take Action. Portfolio/Penguin, 2013.







Libraries Transform - Especially when Speaking with One Voice

by Dorcas Hand, School Library Advocate, www.studentsneedlibrariesinHISD.org, ALA Councilor-at-Large, and TASLTalks Editor


(All images used with the permission of the ALA Office for Library Advocacy)

At ALA MidWinter 2018, I attended two preconferences and another hour session about the Libraries Transform advocacy platform – and I need to share my enthusiasm with Texas.


Libraries Transform offers us a chance to offer a single set of messages that support all libraries, with specific details about our individual situations. The LibrariesTransform Two Year Report offers a few case studies from different places and types of libraries – more stories appear on the website. Once you are trained in using the resources, you’ll have some other specific examples. And there is no charge for these tools. To anyone.

And the collected Because statements are really clever as posters or bookmarks or digital badges – like Let Students Discover Their Passions as they think, create, share and grow.
This also refers to the new AASL National School Library Standards.
Or this reference to how school libraries work with public libraries to keep our students moving forward - not to mention some districts that send bookmobiles around in the summer.

The Friday Bootcamps were inspirational – and I am now an official trainer, able to spread this word to any of you who would like to learn. Bootcamp is a 2-3 hour session about taking your message to your community easily, with stories to illustrate your points. Maybe you have stories, but the Office of Library Advocacy has compiled some you might use/adapt as well. More stories are here, too.

There are four key messages that work for all libraries.

 So, Libraries Transform Lives might refer to that student you have worked to connect to the perfect book and now is an avid reader. That translates to improved literacy scores.

Libraries Transform Communities might refer to the district bookmobile that shows up through the summer in areas where there are no libraries, working against summer slide and again supporting stronger literacy skills and scores.

Librarians are passionate supporters of lifelong learning could focus on the materials available to support the personal enthusiasms of students and even staff, the ones that inspire them to learn on their own. Students who learn to do that are better prepared for life and citizenship.

Libraries are a smart Investment. Yes, we are the only teacher in the school who is trained to work with every student and every teacher, providing both literacy skill support and broader academic resources.

But those examples are intentionally vague – because YOU, the boots on the ground, have the specifics that will gain best traction in your community. PLEASE take advantage of this resource.

I understand that ALA feels a long way off for many Texas school librarians, but programs like this are available regardless of membership. Libraries Transform also demonstrates the breadth of work ALA accomplishes in behalf of all kinds of libraries across the US. I saw many TASL leaders here in Denver, also learning about better ways to help TASL membership progress.

I went. I learned. I'm ready to help you use this advocacy resource. I even have the tshirt. You can too! Access does mean opportunity - to students who need libraries, and to librarians who need advocacy resources.





A Spectrum to Explain Staffing Choices for School Libraries

By Dorcas Hand, School Library Advocate; Co-Chair Students Need Libraries in HISD; Editor, TASLTalks blog


http://txasla.org/

Three years ago, Terry Roper of Region 10 presented to the annual TASLA (TX Association of School Library Administrators) the idea of a Hiring Toolkit designed by us to offer school administrators in Texas guidance as they hire librarians. We at the meeting loved the idea – and the School Administrator Toolkit: A Guide to Hiring School Librarians was born. A year or so later at TLA annual conference, Terry offered a session to publicize the website; the presentation included brainstorming about what might be added to make it better. One idea that has sat in my brain ever since was an illustrated spectrum of the skills that librarians offer that others cannot. This idea is easier described than accomplished, as is demonstrated by the years of simmering in the back of my mind it took to get started. And then the need for other eyes and ideas to strengthen it. Thank you to Brooke King for stepping up last summer to flesh out the list of skills and sort them into Areas of Expertise, and then to offer further edits as we worked along to now. Thank you to Debbie Hall and Suzanne Lyons for insights as I’ve massaged and massaged over the fall. And to Donna Kearley who had barely come up for air from the state Standards writing effort before I asked for her thoughts – which brought me some great improvements in language. We struggled with whether green should be on the left as the starting point – or the right as the ending point. And what to do about the places where a non-librarian might be able to do the job. Today, I am pleased to offer to everyone the results of these labors.

First, there are two formats: the full-page form looks better on screen where the live links can jump a reader to the right section. The booklet is better in print, half-page size ready for a building principal to thumb through. These are posted in PDF for public access together in a Google folder. Listing the many skills of school librarians is not easy! This effort may well take other forms in the future – Mary Woodard suggested a Venn diagram, so we’ll see how that might work as further support for our case. And I plan to do a crosswalk to the new TX Standards for School Libraries as well as the 2017 AASL National Standards for School Libraries. But first, just this basic document. If you have further suggestions of how to improve the work toward a second edition, please be in touch.

Meanwhile, everyone should make heavy use of this project with your own principal, your district leadership, and anyone else who is interested.



School Librarian PSELs – What are They and Why Do I Need to Know?

by Dorcas Hand, Editor TASLTalks; co-chair School Group of Julie Todaro's ALA Presidential Initiative: Libraries Transform: The Expert in the Library

NOTE: This was written to be posted in September, but somehow didn't get published. How appropriate to have it now in January as a reminder that personal professional growth is a good thing in winter as a way to finish the school year strong. I hope the PSEL rubric is helpful to you - now read on to see what it is!

Texan Julie Todaro ended her term as President of the American Library Association in June 2017. With that job came the opportunity to lead an initiative that would have broad impact on ALA members and other library professionals. Julie chose to build on Libraries Transform, an ALA public awareness campaign. Those "Because" statements come from Libraries Transform.



Julie chose the theme Libraries Transform: The Expert in the Library.


To build her broad initiative, she selected a steering committee of strong librarians from all kinds of libraries. The school subgroup was co-chaired by me, Sara Kelly Johns and Susan Ballard – a Texan and 2 past Presidents of AASL. We in turn selected a committee that included strong practitioners from across the country to begin the work of locating resources that would support school librarians across the US, AASL members or not, to develop stronger expertise in all aspects of school libraries.

Initially, we gathered resources that generally discussed competencies, dispositions, value and measurables, leadership and collaboration, and advocacy resources. We build a LibGuide which is now open to all: Todaro/ALA Initiative School Libraries Workspace "Libraries Transform: The Expert in the School Library. But then Julie challenged us to develop a rubric with supporting resources that would push librarians in to improve their practice. Susan Ballard’s work in New Hampshire introduced her to, and she showed us, the Professional Standards for Educational Leaders (PSELs), a list of competencies for building and district level school administrators – like principals. They had 10 competencies, but none specified Literacy which we felt core to school librarianship - so we added #11.


We determined to adapt the PSELs for school librarians, keeping the administrative vocabulary but imposing library functions. So, then we had 11 competencies – just the beginning. Then our committee went to work building a rubric and locating useful resources to support any librarian deciding personally where to focus improvement, and then be able to read already curated articles to do just that.

1. Mission, Vision and Core Values - Effective School Library leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education and academic and/or professional success and well-being of each learner.

2. Ethical Principles and Professional Norms – Effective School Library leaders act ethically and according to professional norms to promote each learner’s academic success and well-being and/or practitioners’ professional success.

3. Equity and Cultural and Linguistic Responsiveness - Effective School Library leaders strive for equity and inclusivity of educational opportunity, and culturally and linguistically responsive practices to promote each learner’s academic and/or professional success and well-being.

4. Curriculum, Instruction and Assessment - Effective School Library leaders design, deliver and support intellectually rigorous and coherent systems of curriculum, instruction and assessment to promote each learner’s academic and/or professional success and well-being.

5. Community of Care and Support for Students - Effective School Library Leaders cultivate an inclusive caring and supportive school community that promotes each learner’s academic and/or professional success, personal interests and well-being.

6. Professional Capacity of School Personnel - Effective School Library leaders develop their personal professional capacity and practice to best support other school personnel in order to promote each learner’s academic and/or professional success and well-being.

7. Professional Community for Teachers and Staff - Effective School Library leaders foster development of a professional community of teachers and other professional staff to promote each learner’s academic and/or professional success and well-being.

8. Meaningful Engagement of Families and Community - Effective School Library leaders engage families and the community in meaningful, reciprocal, and mutually beneficial ways to promote each learner’s academic and/or professional success and well-being.

9. Operations and Management - Effective School Library leaders manage resources and operations to promote each learner’s academic and/or professional success and well-being by creating an inviting environment, providing a flexible program, developing the collection, curating and organizing the resources, integrating digital and technology access, managing appropriate funding and encouraging critical thinking to create a community of lifelong learners.

10. School Improvement - Effective School Library leaders act as agents of continuous improvement to promote each learner’s academic and/or professional success and well-being.

11. Literacy and Reading – Effective School Library leaders promote reading for learning, personal growth, and enjoyment (and) are aware of major trends in children's and young adult literature. They select reading materials in multiple formats to support reading for information, pleasure, and lifelong learning. They use a variety of strategies to reinforce classroom reading instruction to address the diverse needs and interests of all readers. Literacy takes many forms (EX: digital, information, cultural, etc.) that all rely on the foundational literacy of reading.The short title is the School Librarian-PSELs, but the real title that tells you what we offer is the School Librarian PSEL Personal Professional Growth Tool for Self-Assessment Using School Librarian-PSELCompetencies 1-11. The full document is cross referenced, rubric to resources and resources back to rubric. There is no scoring, or any intent that an administrator use it for evaluation. It is just for YOU to become better at what you already do pretty well. You might view yourself as Ineffective on one competency, Highly effective on some others, and in between (Emerging or Effective) on the rest. That’s pretty normal – take this opportunity to get better at anything that is your goal for this semester or year. And then set another goal.

We hope that school librarians in Texas will take full advantage of this tool. How will you complete the Expert badge now. I’m an Expert in ____________________. Go ahead – make a plan! Your students will appreciate even better service in their favorite school library.

Top 10 Reasons to Attend Conference


You’ve seen that beautiful new edition of Texas Library Journal encouraging you to register for this year’s conference, Perfecting Your Game, in Dallas, but you haven’t opened it. Or maybe you’ve seen a few postings that include the #TxLA18 hastag, but you still can’t commit to registering.  Here’s a handy dandy guide just for you:



Top 10 Reasons Why you Should Go To Conference:
  1. It’s THE BEST place to network and expand your professional Learning Network.  You will meet THOUSANDS of librarians, who are all ready and eager to talk about every detail of library world.  It’s lonely being the only person on a campus who cares and understands about circulation rates, the latest 2X2/Bluebonnet/LoneStar/TAYSHAS lists or the pros/cons of self-check out, so it’s good to meet others in the know!
  2. Learn new strategies to bring back to your campus that will help improve your overall library program.  You get to attend hundreds of sessions presented by librarians currently working in successful libraries and see/hear how they have made a difference on their campus.
  3. Recharge! By the time April rolls around we’re all running a little low on energy and dreaming of the late night reading sessions of summer.  This conference will help you power through the final few weeks of the school year and get you ready to go for the following year.
  4. MEET SUPERSTAR AUTHORS! If you have yet to meet and hear from some of the giants in children and teen literature, then this is your best chance to do so.  The only librarian conference bigger than TLA is ALA so ALLLLL of the publishers attend and bring along their top authors.  These authors appear on panels to discuss their work or some are available for book signings in the exhibits hall. There is nothing like reading a book written by an author you’ve met and sharing some insider details with your students.  Getting them to sign a book for you or your students = PRICELESS!
  5. BOOKS! Like I mentioned before TLA conference is so big and Texas librarians are so widely respected the publishers make a great effort to share newly released or soon to be released books from both debut authors and well established authors at our conference.  Many times those books are passed out FREE OF CHARGE!  It’s a great way to get a sneak peek at tomorrow’s best sellers. Look for all the big and smaller publishers in the exhibit hall - it’s like several mini-bookstores in one place!
  6. Exhibit Hall - the first time I attended TLA I was not yet a librarian and could not afford the full conference registration. I purchased a daily pass for the exhibits and was absolutely blown away by what I saw.  17 years later, I’m still blown away.  You know all those catalogs you see with beautiful looking furniture or have you heard about some interesting makerspace pieces or new database features? You can put your hands on all of these things and more in the exhibit hall.  There are also little mini-sessions in some of the vendor booths so you can hear from librarians on how these products are used in their libraries. It’s such a great way to really examine items you are considering for purchase before spending those limited funds. Save several hours for a thorough examination of the exhibits.  Bonus tip - there are always pretty awesome library T-shirts for sale and who doesn't need a new shirt??;-)
  7. F2F meet-up! You know all those awesome ideas you’ve seen posted on #TXLchat oe read about in #TxASLTalks blog? Chances are you might might meet some of your fellow chatters and bloggers in person!  It’s always good to finally thank someone face-to-face (F2F) for their great ideas or inspiration and develop a professional collaboration. Who knows, that conversation might lead to virtual collaborations among your schools!
  8. Library Specific Technology  - sure there are technology only conferences, but this is one that is geared specifically with the librarian in mind.  Learn about the latest tech tools that will help you energize your students, teachers, and broader community.  Hear how librarians are adapting these tools to support our library standards as well as the classroom TEKS. You can also register for Tech Camp and have the ENTIRE day dedicated to library programming and technology.
  9. It’s Good to Get Away - I used to work on a campus that held a yearly leadership team retreat.  We would gather at a ranch, far away from campus, telephones, and computers, and discuss our plans and priorities for the upcoming year without the distractions or interruptions that would occur if this was held on campus.  While TLA conference isn’t quite the same experience, it’s a great way to move out of our everyday routine and reflect on your library experience with new voices and perspectives.  
  10. Strength in Numbers - As mentioned previously, it can sometimes be lonely to serve as the only campus librarian and you may feel all the data you share on the importance of your program is falling on deaf ears. It’s an indescribable feeling to actually see thousands of fellow librarians who truly understand your job and may share similar experiences. We are stronger together and by gathering at conference we can provide each other the encouragement to continue to promote the necessities of our programs.  TLA is a strong vibrant community and having the support of that community is something no professional librarian in Texas should do without.

Reflections Of A First-Year Librarian

By Wenndy Pray, MLS, Librarian, B. L. Gray Jr. High School, Sharyland Independent School District

Nervousness. Anticipation. Trepidation. Excitement. A librarian’s first day on the job is a mixture of emotions. Librarians can think back to their first day and remember these feelings and many others. A year has passed, and for me, it was no different. Getting my feet wet in the library felt incredibly similar to my first days as a teacher. I didn’t know what to expect and held on to everything I learned in graduate school. I had mastered my studies but knew all too well that on-the-job training would take on a life of its own.

I was a first-year junior high librarian and a graduate student in Library Science. This combination afforded me the ability to put everything I learned into practice. I was at the feeder campus to the high school where I had been an English teacher for three years. I was surrounded by eager students, excellent teachers with an incredible reputation, and an administration that genuinely believed in my potential to revitalize the library program.


Everyone on campus was hungry for a change. I was filled with plans and aspirations and couldn’t wait to unleash my hopes and dreams. It was an incredible year. As I begin my second year in the profession, I can’t help to ascribe my first-year successes to fostering valuable relationships with faculty, tapping into the campus administration's vision, and the guidance of a knowledgeable, supportive librarian team.

I quickly learned that fostering relationships with faculty was just as important as managing the library collection. As a teacher, I knew the importance of collaborating with my teacher family. I not only partnered with teachers in my department, I also connected with teachers in other disciplines, including my librarian. I knew that collaborating with my librarian would enrich my classroom instruction, so I saw myself eager to co-teach in my new role. I started to connect with English Language Arts teachers. They visited the library religiously, and I wanted to offer my services in a more dynamic capacity. I knew these teachers incorporated reading as part of their instruction, and their time in the library gave me the opportunity to share other lessons in digital citizenship, research, poetry, and ethics. By connecting with them and sharing the library’s success with others on campus, I began to chisel away at the stigma that still plagues many library programs today. The library was not just a room with books, it was becoming a place where students could think, create, share, and grow. I also pressed to participate in campus professional development. I knew that even a fifteen-minute lesson on how to reserve technology would help promote other library resources in the future. My relationship with the English teachers helped foster collaborations with other departments and in other capacities. I will forever be grateful to the few who believed and supported my vision for the library. These relationships continue to strengthen and inspire today.

A librarian’s relationship with administration is just as vital. As a first-year librarian, I wanted to validate my principal’s decision in selecting me to be a part of her team. I wanted to prove that I was an asset to the campus. By tailoring the library to support curriculum and instruction, I aligned myself with my administration’s vision. Scheduling conflicts and other factors made it difficult to integrate to the administrative team. I wanted to meet and share about what was happening in the library. Educating administration on the ever-evolving role of the librarian and the library was important to me, but it was also a difficult task to take on as an outsider. Persistence was key, and although I knew not to be overbearing, I took advantage of every small opportunity to share a bit of the library’s new and improved vision. I also became Parental Involvement Liaison for my campus and connected with parents. My district librarian, and mentor, helped me to hone my communication skills in library advocacy. These were key factors to establishing credibility with administration and faculty.

With the support of my mentor, fellow district librarians, and college professors, I solidified my active role on campus and enjoyed a successful first year. I remember being filled with questions and doubts. The individuals that guided me made a profound impact on how I would see myself as a librarian. They taught me anything from best tips, how to navigate my library automation system, writing press releases, booking book fairs, preparing for author visits, conducting an end-of-the-year inventory, etc. Networking broadened my professional learning network and horizons. My mentor, Nicole Cruz, invited me to the Texas Association for School Library Administrators (TASLA) conference as intern when she was president elect, she exposed me to the TALL Texan social at TLA, and introduced me to many predominant movers and shakers in school librarianship. She advised on what is necessary to be a librarian that looks past obstacles and works toward a goal. She provided words of wisdom when situations weren’t always ideal, words I still remember today. Mrs. Cruz recognized that I have innate attributes that equip me to flourish in school librarianship early on; her ever-evident belief in my capacity has never wavered.

My team’s encouragement was palpable, and it revitalized me when I doubted myself or asked the dreaded, “Why did I sign up for this?” Having a strong network of knowledgeable individuals enriched and strengthened my foundations during my first year. These gave me the confidence I needed to soar this year and in years to come.

You could be a Winner! TASL and TLA Awards

By Dorcas Hand, Editor of TASLTalks, School Library Advocate, co-founder of www.StudentsNeedLibrariesinHISD.org


So January is the time that nominations and applications for these various awards are mostly due. And most TASL members are oblivious of many of these. So here is a comprehensive list - with links (as much as possible) to the web information about each. Some are simply grants to support a project in your library or your own adventures at TLA Annual conference. Others are awards that recognize service to school libraries above and beyond the basics, and over many years. A few are scholarships towards an MLS or other further education. Some are not given by TASL - I know school librarians who have won CRT’s Siddie Jo Johnson Award for their outstanding service in children’s library service. This award, and some others are by nomination - a group can get together and submit the documentation as a surprise for the potential winner - maybe around their retirement.


You have seen in our blog this year a few posts by winners of some of these - those were to set the stage for this email today. You could be a winner in 2018. But time’s a-wastin’! Skim the list - see what works for you, and get the paperwork done.


CRT
YART


Grants
Woll Memorial Fund (school or public with emphasis on children’s literature)
[Priscilla Delgado]
Librarian of the Year Award [Barry Bishop, HISD]
Distinguished Service Award [Carlyn Gray, Round Rock]
Lifetime Achievement Award [Nora Galvan, PSJA ISD]
Outstanding Services to Libraries Award
Wayne Williams Library Project of the Year Award [Read Across the Prairie, Grand Prairie ISD]
Libraries Change Communities Award [Gregory-Portland ISD & Bell-Whittington Public Library]
Branding Iron Awards – for PR efforts: http://www.txla.org/branding-iron (frequent TASL winners)
Texas Youth Creators Awards (formerly Texas Media Awards)
Junior Library Guild/Diversity & Inclusion Committee ($750 stipend for conference attendance)
Association-sponsored Post Baccalaureate Scholarships
Van Dusen-Tobin-Kaiser (awarded in even numbered years)

Walter H. Escue Memorial Scholarship (Conference Stipend $250)

Mission Possible: Leadership, Vision and Personal Professional Development

by Dorcas Hand, Editor, TASL Talks; School Library Advocate; Co-Founder Students Need Libraries in HISD
http://the-house-of-anubis.wikia.com/wiki/File:Mission-Possible-Logo.jpg 

So here it comes, ready or not. A new calendar year starting right on time in the middle of a school year that has been fraught with even more challenges than usual. How are you preparing yourself to cope? Do you have a considered vision of what you want your school library program to look like, and a set of steps outlined to accomplish that goal? Instead of a resolution that is impossible, why not try setting a goal, and measuring progress in the right direction? A mission and goals give you an anchor to hold you on track as the days are crazy.

When you read about Mission, it is generally discussed with Vision as a core of a strategic plan. And yes, really you should take the time to develop a full plan with the help of your stakeholders. (Burns, Elizabeth. "Take Action! Advocacy = Building Stakeholder Relationships." School Library Connection October 2015; Foote, Carolyn. "School Libraries: Leading the Way into the Future." School Library Connection October 2015.)

But I get it – school is starting already. You need the down and dirty way to start with a new outline that supports your work in the direction of recommended best practices. What is a Mission anyway? Or a Vision? Well, actually, I just started you on a path of Personal Professional Growth that can inspire your work in 2018. I went to the first competency listed in the Todaro Initiative The Expert in The School Library, and found the two articles I linked in the last paragraph. Those are a simple way to understand the strategic planning process, and mission/vision. And now you can return to the full document anytime you want for ready help in any of the 11 competencies.

Back to Mission/Vision. “The mission of xxx is to provide activities and resources that will assist students and staff in becoming effective and discriminating users of information, developing a pattern of lifelong learning, and in fostering a love of reading.” (slide 8 from Koren, Johan. "Vision Mission Goals and Objectives for the School Library Media Center." 2008. SlideShare. Lecture. Even though this is 2008, it covers the overview beautifully.)

From AASL, “The mission of the school library program is to ensure that students and staff are effective users of ideas and information; students are empowered to be critical thinkers, enthusiastic readers, skillful researchers, and ethical users of information.”

For the most current thinking, look to the six Common Beliefs underlying the new AASL Standards, especially #s 3 and 4:

  • Learners should be prepared for college, career, and life.
  • Reading is the core of personal and academic competency.
Try tweaking these two models with some verbiage from your school and district missions to be perfect for your own local situation. No more than two sentences! This shows you to be both professionally aware of library standards as well as aware of your local directives.

So far, the only surprise may have been the idea of writing a formal statement for public consumption – but think how impressed your administrator will be to see that you have been thinking hard over break.

Now, what are two steps you can take to implement your vision. Hint: You are probably already doing these things but had not seen them as part of the big picture. As the term progresses, you can add additional items that look towards next year – but two goals for January-May is plenty. And how will you measure your progress? You’ll want to be able to have some numbers AND an anecdote or two to illustrate your impact.

So, let’s look at the “activities and resources” bit in the first example above. You might say “plan monthly thematic displays and related activities to encourage love of reading widely.” Measure? Class visits for theme activity. Or circulation of themed books. Teacher requests for related books. Or something else that suits you.

Alternatively, you might choose “support classroom reading with special collections of books focused on a classroom topic.” Measure could be details of classroom support.

Both of these ideas are likely ideas you already do – but here they are framed as part of the envisioned library program within the larger frame of school and district goals.

Congratulations!:
  • You’ve made a Mission statement and two supporting goals.
  • You’ve discovered and used a Personal Professional Growth resource.
  • Most importantly, you’ve made an outline of your new year to guide you even when life gets a little crazy.
You are ready to start the 2018 portion of the current school year!