Literacies,Learning&Libraries Vol4No1

Literacies, Learning

& Libraries

Alberta School Library Council of the Alberta Teachers’ Association

Volume 4, Number 1, 2011

Teacher -L ibrar ians : 21st -Century LeadersTeacher -L ibrar ians : 21st -Century Leaders

Literacies, Learning & Libraries is an official publication of the Alberta School Library Council (ASLC) of The Alberta Teachers’ Association (ATA). This publication assists the ASLC in achieving its constitutional objectives to enhance the competencies of school library professionals and to increase knowledge, understanding and awareness of the role of school library programs in education.

Copyright © 2011 by The Alberta Teachers’ Association, 11010 142 Street NW, Edmonton, Alberta T5N 2R1. Unless otherwise indicated in the text, reproduction of material in Literacies, Learning & Libraries is authorized for classroom and professional development use, provided that each copy contain full acknowledgement of the source and that no charge be made beyond the cost of reprinting. Any other reproduction in whole or in part without prior written consent of the ATA is prohibited. Literacies, Learning & Libraries is published by the ATA for the ASLC. Although every effort is made to ensure accurate scholarship and responsible judgment, opinions expressed herein are not necessarily those of the ASLC or the ATA. Editorial and production services: Document Production staff, ATA. ISSN 1918-1779.

Individual copies of this journal can be ordered at the following prices: 1 to 4 copies, $7.50 each; 5 to 10 copies, $5.00 each; over 10 copies, $3.50 each. Please add 5 per cent shipping and handling and 5 per cent GST. Please contact Distribution at Barnett House to place your order. In Edmonton, dial 780-447-9400, ext 321; toll free in Alberta, dial 1-800-232-7208, ext 321.

Literacies, Learning & Libraries, Vol 4, No 1, 2011 1

Volume 4, Number 1, 2011Table of Contents 2 FROM THE EDITOR’S DESK ................................................................................. Diane GallowaySolowan 3 PAST PRESIDENT’S MESSAGE ............................................................................. Betty-Lou Ayers 4 PRESIDENT’S MESSAGE ........................................................................................ Holly Huber

Feature Articles 5 Teacher-Librarians in Inner-City Schools: Opportunities to

Support Student Achievement ............................................................................... Valerie Martineau 15 The Cat’s-Cradle World of a New Teacher-Librarian: One School’s Journey Situating and Shaping a Library Culture ............................................... Janet Bell 21 Is Your Library Program Making the Grade? The Straight-A

Approach to a Successful Library Program .......................................................... Yvonne Denomy 24 The Five Ws of Library Advocacy Through Collaboration ................................ Kathy Inglis

From Theory to Practice 28 Using Edmodo to Extend Literacy Learning: Grade 6 Novel Study ................. Anne Rogers

Professionally Speaking 29 School Library Services Initiative (SLSI) ............................................................... Judith Sykes 30 From Wiki to Website: What a Difference a Year Makes ..................................... Kelly Rierson and Lissa Davies 31 Teacher-Librarianship by Distance Learning Convocation 2011 ....................... Jennifer Branch 32 2011 ASLC Bursary Update ..................................................................................... Diane GallowaySolowan 33 Save the Date! Kaleidoscope 2012 34 From the Regionals 36 ASLC Award of Merit: Jean Hoeft .......................................................................... Jacquie Vincent

2 Literacies, Learning & Libraries, Vol 4, No 1, 2011

From the Editor’s Desk

What is your definition of a change agent? In my world it’s the consummate teacher- librarian. The trouble is that the consummate teacher-librarian seems very difficult to

describe to someone who has never encountered such a phenomenon before. And that seems to translate to our consummate struggle as teacher-librarians—how do we explain what we do and who we are and how much positive influence we have in schools if we are allowed to do our job?

I’ve thought a good deal about this idea over the years. In my search to understand it better, I ran across a blog post titled What Is a “Change Agent”? (You can check the full blog post at

http://tinyurl.com/dyfw2j.) I wish I had written this post myself because it is clear to me that teacher-librarians must act primarily as agents of change to be noticed at all. To add insult to injury, the post was written by informa-tion technology (IT) specialist Dennis Stevenson, director of Software as a Service. IT has been stealing teacher-librarian thunder for a very long time now, but his words ring true.

Stevenson describes what it “feels like” to be a change agent: “change agent is as much about identity and character as it is any [dictionary] definitions,” and he highlights the following four attributes:•Achangeagentlivesinthefuture,notthepresent.•Achangeagentisfuelledbypassion,andinspirespassioninothers.•Achangeagenthasastrongabilitytoself-motivate.•Achangeagentmustunderstandpeople.

Can you see your T-L self in these attributes? What does each of these “feel like” to you? What is your vision? Can your teaching colleagues and school principal sense these attributes vibrating every time they walk into your bustling school library? Every time they chat with you in the staff room? Every time you put the right resource in the hands of the right person at the right time, whether it’s digital or print? These are well worth remembering every time you are alone in your library space long after others have left the building.

The feature articles in this issue of Learning, Literacies and Libraries focus on the daily activities of teacher- librarians employing Herculean effort to bring about sustainable change to the schools in which they work. Their passion and self-motivation have made a noticeable and lasting difference to the lives of so many students and teachers. Their work will carry forward for a long time to come.

The next time someone asks you what a teacher-librarian is or does, remember what it feels like and it shouldn’t be hard to find the words.

BibliographyStevenson, D. 2008. What Is a “Change Agent”? Toolbox.com website. http://tinyurl.com/dyfw2j (accessed October 13, 2011).

—Diane GallowaySolowan


Past President’s Message

My heartfelt thanks go to the provincial and regional executives, who have worked with great passion and commitment during my two-year term as president. A special thank you also goes to Fern Reirson, 2010/11

past president, for her mentorship and guidance.It has been a pleasure to serve with such dedicated and passionate professionals, and I have appreciated the

opportunity to attend a variety of conferences, symposiums and workshops in my capacity as your president. I have grown professionally as a result and truly thank everyone.

I encourage all ASLC members to support incoming president Holly Huber, who began her term on July 1, 2011.

—Betty-Lou Ayers


President’s Message

The sounds and smells of the first day of school remind me of my own first days. One that stands out is my first day of Grade 3 at the newly built Alexander Forbes School, in Grande Prairie. What made that first day so

remarkable was the school’s library, which Eunice Easton designed. From the elevated reading platform serviced by a slide, to the book bays that provided quiet nooks to read in, to the inviting group learning area, it was unlike any other school library. Ultimately, though, what made the space sing was Mrs Easton’s ability to match me to books I loved and her encouragements to use all the library’s resources to carry out my teachers’ inquiries. Mrs Easton and her successor Linda Chang were instrumental in developing my love of reading and my love of inquiry.

My name is Holly Huber. I am the new president of the Alberta School Library Council (ASLC ). I have taken the helm of the ASLC at a tenuous time for school libraries. Teacher-librarian positions have been reduced or elimi-nated altogether across the province. Library budgets have been reduced or eliminated, and this has negatively affected the quality and quantity of books available to students.

Although these setbacks are grave, we have reason to celebrate too. The ASLC executive is dedicated to support-ing fellow teachers, teacher-librarians and school library technicians in their work. If you are a new teacher- librarian or are looking for cutting-edge approaches to 21st-century literacy, our mentorship/membership coordinator Lissa Bonnell-Davies ([email protected]) would love to hear from you. We also encourage you to visit our website at http://aslc.ca for up-to-the-minute links to the latest in educational technology, literacy and literature.

Finally, 21st-century literacy requires a change of focus as we transition from the school-library model to “learn-ing commons.” Learning commons, which focus on the development of literacy in multiple texts and platforms, require us to be adept collaborators. Therefore, the ALSC joined with the ATA’s Social Studies and Educational Technology councils to present a groundbreaking conference with the theme “Connecting Globally— Inviting the World into Our Classroom.” This exciting event, which featured guest speakers Craig Keilburger, founder of Free the Children, Steve Patterson, moderator of the popular CBC show The Debaters, and Samantha Nutt, founder and executive director of War Child Canada, took place at the Radisson Hotel Edmonton South, October 15–16. We hope that it is the first of many such collaborations, and we would love to hear from teacher-librarians who attended.

I look forward to working with all of you this year to address these challenges and celebrate our accomplish-ments. We must continue to bolster support for school libraries and the important part they play in our children’s education. The school library truly is the heart of our schools, taking in the curious and disengaged alike and pumping them out, full of the oxygen of inquiry and literacy.

—Holly Huber


Feature Articles

Teacher-Librarians in Inner-City Schools: Opportunities to Support Student Achievement Valerie Martineau

Valerie Martineau is a K–7 teacher-librarian, in Nanaimo, British Columbia.

What is it like to be a student today? Why is it necessary to learn more than reading, writing

and arithmetic? What skills does a student need to thrive in a 21st-century classroom? Our fast-paced, high-technology, global culture causes teachers, parents and administrators to grapple with these questions. Traits such as resilience and determination are assets. Focusing, asking difficult questions and responding critically are also essential for success. Learning in the 21st century can be more difficult for inner-city-school students. Many children and their families spend a lot of time meeting basic needs, such as housing, food, clothing and employment, which leaves little energy for school. Nonattendance and tardiness are the norm for a significant number of inner-city children, which makes progress in learning a challenge for the student and the teacher.

To effectively address students’ needs, educators must work together to engage children and connect learning to their own lives. Qualified teacher-librarians (TLs) help them do this; this paper explores how.

Bridging the gap between my privileged educational background and early teaching experiences and working at an inner-city school has been both daunting and rewarding. Challenges have included a dated library collection, a lack of student interest in reading and an overall negative student attitude toward learning and, in particular, reading.

I began my role as TL by asking students what they wanted to read and searching for a budget to purchase books to flood the library with new material relevant to the student population. Challenges quickly turned into

triumphs. Recently a reluctant reader connected to a graphic novel series. He liked it so much that he came in over the lunch hour to check if the next book in the series was available, and he quietly said to me that he planned to read more this year. Seeing the joy on his face reminded me of how a great book can affect a child. It put a smile on my face and pride in my heart. This is one reason why a teacher-librarian is a signifi-cant piece in the puzzle of learning, especially at an inner-city school.

From Classroom Teacher to Teacher-Librarian

My journey into teacher-librarianship has been a gradual transformation through ebbs and flows of discovery over the past 21 years. I began as a classroom teacher in a wealthy area of Vancouver. Students came from families whose parents were high-profile politi-cians, doctors, lawyers and successful entrepreneurs. Parents were supportive and involved in their chil-dren’s education and in the school community. Fundraisers could bring in several thousand dollars to support playground projects, enrichment such as cultural field trips, and additional library resources. On average students were reading one to two grade levels above their current grade. My next several years of teaching were at similar schools in middle-class neighbourhoods where most students came to school with a solid background in literacy and strong parental support.

In 2006, I became a teacher in a school library that focused on family literacy. My challenges often con-sisted of finding the right reading material for students reading three or four years above their grade level. Collaboration with teachers frequently focused on


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enrichment for students. Expecting children to work online at home with parental interaction was the norm, as all homes had Internet access and the majority of parents were willing to work and support their child’s educational pursuits outside of school.

In 2008, I embarked on a master’s of education degree in teacher-librarianship at the University of Alberta. From my first course, Web 2.0, I was hooked. It trans-formed my teaching, career path, leadership skills and opportunities. Because we worked with Web 2.0 tools throughout the course, I became the school’s technol-ogy leader within months. Courses such as Web 2.0, inquiry-based learning and resources for children and young adults helped me take on leadership roles in the school and at district and provincial levels. This training prepared me well for my new position.

Two years ago I accepted a TL position at an inner-city school, where several students were reading two or three years below grade level. Many students came to the library but did not take out even one book; they said that they hated reading. My goal was to find resources that students could connect with and that would interest them in reading. The resources had to fit the curriculum and be at the students’ reading levels.

This full-time position, which was previously part-time, posed interesting challenges. The TL’s role and value had to be defined and communicated to the teachers, the students and the school as a whole.

The Privilege of a Strong Education

Every child deserves a great education. Students at inner-city schools can thrive despite economic and social difficulties when they have support. Web 2.0 tools can help students succeed in meeting curricular and personal needs.

My two daughters are using a variety of tools at school to express themselves. This is especially relevant for one daughter, who has unique learning needs. She has selective mutism, so at times school has been difficult. Using Web 2.0 tools has given her a variety of options to communicate with her teachers. The positive feedback she has received from her teachers and the fun she has had using these tools have given her confidence to begin communicating verbally in situa-tions where she was previously silent. Engaging in inquiry learning, both at school and at home, has helped both children explore topics they are passionate about while learning valuable tools that will help them

throughout life. Web 2.0 tools helped my daughter, and they are also helping my students to succeed in pre-senting and communicating ideas in a succinct and appealing manner.

My own history and experience have led me to pose the following questions:1. What is the role of the TL and its effect on student

achievement?2. How does poverty affect student achievement?3. How can a TL support the unique needs of students

at inner-city schools?4. How can a TL support classroom teachers at inner-

city schools? The following review of professional literature has

guided my pursuit of answers to these questions.

Literature Review1. What Is the Role of the TL and its Effect on Student Achievement?Defining a TL

The role of the TL is often misunderstood, not only by teachers, students and administrators but also by TLs themselves. The perception of what a TL is can vary greatly, depending in large part on the TL’s qualifications and experiences and the amount of full-time equivalency (FTE) the TL is allotted.

According to School District 68 Nanaimo-Ladysmith (1992, 1) procedure 3855P, “a qualified teacher-librarian must have a diploma in school librarianship or equiva-lent and must have a minimum of two years’ successful classroom teaching experience.” The Canadian Association for School Libraries (CASL 1997) defines a qualified TL as follows: The teacher-librarian is a highly skilled teacher, with

competencies provided by a combination of teacher education, classroom experience and courses in teacher-librarianship and information studies. The teacher-librarian should be in the forefront of cur-riculum and staff development, familiar with the full range of instructional strategies and learning styles, able to organize time and resources, and active in professional concerns within the school and the district. (Introduction, para 4)

The Role of the TL A clear understanding of the role of the TL helps

educators, administrators, teachers and parents know how to best utilize the expertise of the TL.


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The Canadian Library Association’s Position Statement on Code of Ethics (CLA 1976) states that a member’s role is to “facilitate access to any or all sources of informa-tion which may be of assistance to library users; to protect the privacy and dignity of library users and staff” (para 3).

The CLA’s (2000) Position Statement on Effective School Library Programs in Canada outlines specific roles, including The role and responsibility of the school library lies

in the development of resource-based programs that will ensure that all the young people in our schools have the opportunity to learn the skills that will enable them to become competent users of informa-tion. (para 2)Another role of the TL is to teach meaningful and

effective uses of technology. In the 21st century, effective users of information must be able to use technology. TLs must be at the forefront of teaching and imple-menting technology to students and teachers. Todd (2009, 27) states, “Without Web 2.0, school libraries miss considerable opportunities for situating learning in the real world of young people and for developing deep inquiry.”

In his blog post So Just What Should Librarians Be Teaching? Johnson (2008) states, “Library media specialists (need to be) able to actually teach the application technology tools, not just the applications themselves (nor only be used as a technician)” (Technology Focus, para 2). The TL’s multifaceted role involves resource management, technology leadership, collaboration and the teaching of resource-based skills. TLs support teachers and students in their quest to become lifelong learners.

2. What Is a TL’s Impact on Student Achievement?

Numerous studies (Baughman 2000; Lance, Rodney and Russell 2007; Todd 2003) of the effect of an active library program on student achievement show a positive correlation between a qualified TL and student achievement and school culture. The Ohio Study (Todd and Kuhlthau 2004) focused on a school library’s relationship to student learning. The study shows that an effective school library, led

by a credentialed library media specialist who has a clearly defined role in information-centred peda-gogy, plays a critical role in facilitating student learning for building knowledge. (The results, para 4)

Baughman’s (2000) study on school libraries and the Massachusetts Comprehensive Assessment System

(MCAS) found school libraries and student achieve-ment were strongly related “at each grade level, schools with library programs have higher MCAS scores” (executive summary). In the study of 657 elementary and high schools called Powerful Libraries Make Powerful Learners: The Illinois Study, Lance, Rodney and Hamilton-Pennell (2005, 122–23) found test scores higher at all grade levels when1. access to school libraries is more flexibly scheduled,2. school libraries are staffed more fully,3. TLs spend more time collaborating with classroom

teachers,4. larger collections are available,5. educational technology is more widely available,6. school libraries are better funded and 7. students use school libraries, both individually and

in groups, to learn and practise the information-liter-acy skills they need to excel on tests and as lifelong learners.

With research indicating that children become better readers by reading more (Krashen 2004), it is not surprising that research also shows that active school libraries positively affect student achievement (Baughman 2000). This occurrence has an even greater effect on children in poverty, because often their only access to books and electronic resources is through the school library. As Krashen (2008) states, “Study after study has shown that library quality (number of books available or books per student) is related to reading achievement” (Better libraries > Better reading achieve-ment, para 1).

In a Canadian study by Blackett and Klinger (2006), findings showed that•thepresenceofaTLwasthesinglestrongestpredic-

tor of reading enjoyment for both Grades 3 and 6 students, and

•schoolswithtrainedlibrarystaffweremorelikelytohave a higher proportion of Grade 6 students attain-ing the provincial standard or higher on reading tests (p 57). Whether the library stays open longer, the book

collection increases or instructional programs are offered, a school library has a positive impact on a school community.

3. How Does Poverty Affect Student Achievement?

Poor attendance, late arrivals and transient lifestyles can negatively affect student achievement, as do


coming to school hungry, lack of parental involvement and financial strain caused by poverty. Helping students overcome these difficulties by supporting impoverished youth may lead to improved student achievement. Teachman et al (1997) suggest that there is a specific urgency for these vulnerable students because the effect of poverty on education happens relatively early in the educational process. “Children who spend more time in poverty are less likely to graduate from high school, obtain fewer years of schooling, and earn less” (p 383).

Defining an Inner-City School Inner-city schools serve students who are most at

risk. In his article, “Inner-City Schools: Canaries for the Public School System,” Fillipoff (2001), defines inner-city schools as “places where the most vulnerable children in our society receive their education” (para 2). In “Every Kid Counts,” Herron (2001) describes inner-city schools as “schools with blatant inequities ranging from hungry kids, bleak playgrounds, inad-equate resources, and grinding poverty, to disenfran-chised parents” (para 3).

The Nanaimo-Ladysmith School District defines an inner-city school through the BC Ministry of Education’s Community LINK (Learning Includes Nutrition and Knowledge) (2010): Schools with a significant percentage of vulnerable

students. In determining vulnerability, school districts may

consider low income measures; involvement with the provincial social services ministries and related agencies; information obtained through community mapping, community socio-economic demographics, such as aboriginal ancestry, and other relevant information. (para 1) The BC Ministry of Education (2011) defines vulner-

able students as “those students who may be at risk in terms of academic achievement and social functioning. These students primarily come from less affluent socio-economic backgrounds” (para 1).

4. How Can a TL Support the Unique Needs of Students at Inner-City Schools?

Developing strong relationships with students and families is an important way to build trust and under-standing between students, teachers and the school community. In A Framework for Understanding Poverty, Payne (1996, 3) contends that the “two things that help

one move out of poverty are education and relation-ships.” When referring to relationships, Pellino (2010) says, “Conditions required for families to be successful are often lacking in the environment of poverty: stability, security, emotionally positive time together, access to basic resources, and a strong shared belief system” (Challenge: Relationships with and Involvement of Parents and Families, para 3). Pellino believes that strong relationships must be built before meaningful learning can take place. Students, particu-larly those from poor or troubled backgrounds, need to build a bond of trust with their teachers.

Covey (1989) refers to relationships with students as deposits into their emotional bank account. Examples of deposits are such things as keeping promises, clarifying expectations, being able to apologize and being open to feedback. Continuing the bank account analogy, Payne (1996, 110) discusses the effect of emotional deposits. “When students who have been in poverty (and have successfully made it into middle class) are asked how they made the journey, the answer nine times out of 10 has to do with a relationship—a teacher, counsellor, or coach who made a suggestion or took an interest in them as individuals.”

It is not only the teacher-student relationship that is important but also the relationships between the school community and families. Lewis (1996, 186) says we need to “educate the parents, especially the mothers, of the children in the school: the educational level of mothers is the most important influence on the educa-tional attainment of children.”

In her tutorial The Effects of Poverty on Teaching and Learning, Pellino (2010) covers many challenges stu-dents face at inner-city schools, including diversity because of poverty. To overcome this, she believes educators must focus on student learning as opposed to teachers teaching. “Teachers need to be tuned in to the culture of poverty and be sensitive to the vast array of needs that children of poverty bring to the class-room” (Challenge: Diversity, para 2). By discussing these needs with experienced colleagues, reading about the culture of poverty and listening to the needs of students and their families, teachers at inner-city schools can become aware of and sensitive toward these challenges. Teacher-librarians can focus on student learning by ensuring that children have the right books in their hands at the right time and by involving them in collection development to build a library that meets their learning needs.

Having adequate funds to develop and maintain a strong library collection is even more essential in an

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inner-city school. Referring to Hodgkinson’s study (1995), Payne (1996, 87) states: “Low achievement is closely correlated with lack of resources, and numerous studies have documented the correlation between low socioeconomic status and low achievement.” The collection must be contemporary and robust, and must reflect the population. As stated in Achieving Information Literacy: Standards for School Library Programs in Canada, (Asselin, Branch and Oberg 2003, 3):

If school libraries were to be fully developed, they could be the great cultural equalizer that would give children in every corner of the country access to resources that would enhance their learning, give great personal pleasure, and help them learn about themselves and each other.

TLs, with the support of administration and col-leagues, can make this happen by focusing on building strong collections and providing extended access to these resources beyond school hours, such as before and after school, and during special events, such as family literacy celebrations and pyjama-night story time. Johnson (2005) notes “access to good libraries is even more important to economically disadvantaged students” (para 7). In The Power of Reading, Krashen’s (2004, 70) research shows that “schools can counter the effects of poverty in at least one area: access to books.” He goes on to say “comic books, graphic novels, and ‘light’ reading materials such as teen romances and magazines are examined and shown to be a ‘conduit’ that provides both the motivation for more reading and linguistic competence that makes harder reading possible” (p 116). Providing these conduits is essential in supporting inner-city students and their literacy development.

Access does not refer only to school hours or before and after school. It could also apply to holidays, such as summer and winter breaks. Inner-city teacher-librar-ians need to think of creative ways students can access books during these long breaks. In a meta-analytic review of 39 studies looking at the summer reading gap, Cooper et al (1996) found a negative effect on reading scores of students from low socioeconomic backgrounds while their middle-class peers gained in reading comprehension. “Summer loss (for children in poverty) may be due to differences in opportunities to practice and learn with more books and reading opportunities available to middle-class students” (Cooper et al 1996, 265).

In a six-year longitudinal study of 20 Baltimore elementary schools, Entwisle, Alexander and Olsen

(2001) found similar results—middle-class children improved their reading comprehension during the summer break while students living in poverty showed declining reading scores after the break. Several reasons were put forth by Entwisle, Alexander and Olsen (2001):1. Middle-class families have more resources to pur-

chase books, games and computers throughout the summer months.

2. Parents of affluent families are often more highly educated and see themselves as a learning partner in their child’s education and are more likely to engage in activities that will move their child forward academically.In contrast Entwisle, Alexander and Olsen (2001)

found that for many poor parents, schools were intimidating and parents lacked the tools and time to engage their child in literacy enrichment during the summer. The recognition of the power of schools to make a

difference in the lives of poor students needs to be coupled with efforts to involve parents and commu-nities in the schooling process so that all parents, not just middle-class parents, are active collaborators in the education of their children. (para 40)

5. How Can a TL Support Classroom Teachers at Inner-City Schools?

Supporting teachers is just as significant a role for TLs as supporting students. With multiple curricula, an increasing number of non-instructional expectations and a leap into 21st-century technology, classroom teachers can become stretched in their ability to deliver it all. Information overload can zap precious time during preparation and planning. TLs can help class-room teachers in many ways. Pellino’s (2010) tutorial on brain-based research on learning and poverty shows the importance of collaboration. “Cooperative learning and shared decision making can help to build a sense of community and foster development of relationships, both student-teacher and student-student relation-ships” (Brain-based research, learning and poverty, para 3).

Payne (1996, 107) says, “cognitive strategies, appro-priate relationships, coping strategies, goal-setting opportunities, and appropriate instruction both in content and discipline” are what is most needed to help children in poverty. As well, we must teach concepts, skills and content. Payne (1996, 93) says strategies such

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as “planning, comparing and contrasting, exploring data systematically and gathering precise and accurate data are all cognitive strategies that must be built.” A TL can apply these strategies into the library curricu-lum and ensure that appropriate resources are avail-able for classroom teachers. TLs can collaborate with classroom teachers to enable implementation and continuity.

In addition to collaborating on those strategies TLs can support learning by collaborating on unit and curriculum planning, information literacy and inquiry learning. Recent research on 84 school libraries in British Columbia (Haycock 2011) shows that TL collaboration with classroom teachers is a key charac-teristic of high-achieving schools. Haycock (2011, 46) reports “teacher-librarians in higher performing schools collaborate more with classroom colleagues, support teachers through identification of resources, teach more students, more often on flexible schedules, invest time in reading promotion, and make greater use of volunteer assistance.” Haycock’s study looked at schools across BC with different socioeconomic levels; his findings, therefore, are relevant to inner-city schools and show a positive correlation between active school libraries and student achievement.

Lance, Rodney and Schwarz (2010) discuss the importance of collaboration, finding it is most success-ful when it is valued by principals and other adminis-trators. “The overwhelming majority of administrators, almost nine of ten, identified collaboration on instruc-tional design and delivery as essential or desirable” (p 30). Lance, Rodney and Schwarz (2010, 35) state: When administrators value collaboration between

teacher-librarians and classroom teachers and when teacher-librarians and their classroom colleagues report that it happens more frequently, students are more likely to master ICT standards and more likely to earn advanced scores on state reading and lan-guage arts tests.

Lance, Rodney and Schwarz feel principals should make collaboration a practical reality, and teachers and TLs should commit to collaborating more often.

Implementing the ResearchThere is clear evidence that strong school libraries

positively affect student achievement and reading enjoyment, and that students in inner-city schools face unique obstacles to becoming lifelong learners. Carrier (as cited in Asselin, Branch and Oberg 2003) believes we have it in our powers as educators, governments

and citizens to ensure that all Canadian children, regardless of race, gender or socioeconomic back-ground can become contributors to society. School libraries play a large role in this. Canada’s children are Canada’s future. If we do not

take it upon ourselves to ensure that all Canadian children and youth have equal access to well-equipped libraries and trained professionals in their schools from the time they are in kindergarten, to show them the ropes, to help them develop their analytical and research skills, then we will reap what we sow. It is past the time to make the investment needed to ensure that our children grow up to be literate citizens and lifelong learners in the global knowledge society of the 21st century. (back cover, para 1) Despite drastic financial cutbacks in districts across

the country, schools aiming to improve student achievement must have qualified TLs working flexible schedules. TLs are an essential part of a school’s educational team and are particularly valuable in inner-city schools. A strong school library must be fully supported by administration, classroom teachers, parents and students.

In the next section, based on the above research, my education and teaching experiences and those of my colleagues, I recommend several excellent strategies for creating a successful library program in an inner-city school.

Building RelationshipsStudents in poverty need strong relationships at

school to move forward (Payne 2006). TLs can help in many ways:1. Get to know students and add books to the collection

that complement their interests. Connect with students by calling them to the library to retrieve the books they requested. Encourage students to drop by before or after school to discuss books they have recently read and engage them in informal discussions.

2. Keep students’ requests private and ensure intellec-tual freedom. For example, students who read below grade level could feel uncomfortable taking out books because their classmates might make fun of them. TLs should allow these students to find appropriate books privately.

3. Take part in school activities, such as the welcome breakfasts, family movie nights and school swims.

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Special events allow TLs to interact with students in less formal settings.

4. Build relationships with parents and siblings. Offering monthly library time to parents and tod-dlers will help them get to know the TL and school. Allow older siblings access to the library. This builds a bond between families and the school. It also gives students more access to a variety of books. Older siblings may be more comfortable exploring a familiar library (elementary school) than one they are just getting used to (high school). This also allows them to access books at a reading level that they may not get in a high school library.

5. Listen to students’ stories and problems and offer support and encouragement to create trust between students, teachers and parents.

6. Involve parents and younger or older siblings in the library to build and sustain family relationships. Allowing a time for community involvement bridges the gap between communities and schools, particu-larly in inner-city schools. Writing regularly in the school newsletter and honouring parent book requests are also positive relationship-building strategies. Just as the school is the hub of a commu-nity, make the library the hub of the school.

7. Attend parent advisory committee (PAC) meetings, encourage parents to volunteer in the library and be involved in PAC events. Building relationships with parents is a win-win, as parents become more comfortable approaching teachers, discussing issues, taking part in school events and supporting learning.

CollaborationTo become effective communicators in the 21st

century, students must learn to work successfully in groups. TLs who work collaboratively with classroom teachers provide opportunities for student success (Lance, Rodney and Schwarz 2010). Collaboration is important at all school levels, particularly in inner-city schools.

Collaboration starts with the principal. Support from administration and time for collaboration among teachers are essential ingredients to collaborative success (Haycock 2011). A supportive principal will find ways to allow teachers collaborative time (for example, by supervising students while teachers collaborate).

TLs can collaborate with colleagues in many ways:1. Ensure that appropriate, relevant resources support

implementation of the curriculum.

2. Be available for workshops and training sessions on databases, Web 2.0 tools and research techniques.

3. Feature new books at staff meetings through displays and book talks.

4. Be aware of subjects and themes teachers are work-ing on and pull resources accordingly.

TLs can take a leadership role in collaboration because they are familiar with the curriculum, well versed in inquiry and collaborative strategies, and flexible enough to work in a variety of classrooms to support teachers and ensure the success of projects. TLs are also familiar with library resources and know how to access other resources easily and efficiently. Classroom teachers must support collaboration for it to be successful.

Student collaboration is just as important but must be taught. Harvey and Daniels (2009) discuss the values of collaboration in their book Comprehension and Collaboration: Inquiry Circles in Action. “As with the comprehension strategies, most of our students will not cobble together a complete set of small-group collabo-ration skills unless we teach them explicitly” (p 45). TLs can take a leadership role in implementing effec-tive strategies at all grade levels.

TechnologyTwenty-first-century TLs (Valenza 2010) must be

info-technology scouts. TLs can lead students and colleagues into the world of technology through workshops, podcasts, wikis and other Web 2.0 tools. TLs are responsible for teaching students safe and effective use of the Internet, such as evaluating web-sites, using databases, and adhering to and under-standing copyright laws. This role is important for TLs of inner-city schools, because often students’ only access to technology is at school. Providing opportuni-ties for students to learn in a safe, controlled environ-ment is important. As students and teachers explore and discuss technology and its use in school and outside of school, they can bridge the digital generation gap and, in many cases, students become the teachers. When this happens the children grow in self-confi-dence and self-esteem as they lead the class. TLs are important agents in assuring that students learn information technology and information literacy.

Flexible SchedulingFlexible scheduling is becoming more difficult as

districts cut budgets to a bare minimum. Many districts no longer have flexible TL time despite research

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showing its benefits. TLs must advocate for flexible scheduling to allow for collaboration and team-teach-ing. Students also benefit directly because they can access the library at any time for book exchanges, research opportunities or help finding books or information.

Collection DevelopmentLarge, up-to-date collections offering variety in

subjects, reading levels, genres and formats engage all students and meet the school’s curriculum needs. When students can choose from current and popular titles, they are more likely to sign books out and read them. Weeding and upgrading a collection goes a long way in bringing kids into the library and encouraging them to take resources out.

AccessAccess to resources at inner-city schools is vital

because most children do not have access to educa-tional or recreational reading resources outside of school. By spending more time in the library, students become comfortable there and start to build strong relationships. Encouraging classroom teachers to use the library for activities helps teachers and students alike to realize that the library belongs to everyone.

Few inner-city students have public library cards, and those who do often don’t go to the public library because they owe fines and can’t pay them. The inner-city school TL can help by asking the public librarian to allow students to work off the fine or be forgiven. The public librarian will often waive the fees under such circumstances.

Taking students on a tour of the public library is a great way to involve the community and increase students’ access to resources. Prepare them by giving them library card application forms prior to the trip. Once in the library students can explore all it has to offer. Students are more likely to ask questions, explore unfamiliar areas of the library and take out books when they are with their classmates and TL. Inner-city school TLs should contact the public librarian in their area and work closely to build relationships between the two libraries and their student users.

Because the summer reading gap is greater with students living in poverty, finding ways to encourage reading over the summer is important (Cooper et al 1996; Entwisle, Alexander and Olson 2001). Creating summer reading bags with donated books and encour-aging public library usage are ways to promote summer reading.

FundingHigh-performing public schools have greater library

budgets than other schools (Haycock 2011). Finding money in a tight budget is always difficult. Having a supportive administration, staff committee and PAC are ways to advocate for a strong library budget. Raising money through Books for Kids, Scholastic Book Fairs and year-end book sales are possibilities to bring in more funds for library resources. TLs must advocate for a strong library budget at a staff committee level. A strong library helps everyone in the school.

What Is Different Now?Over the past few months, I have implemented many

of the strategies discussed in the research and have observed how a TL can improve student achievement in an inner-city school. I have seen marked growth in students’ literacy skills and reading enjoyment over the past two years, significantly increased circulation, more requests for books and greater student-to-student participation in book discussions. The relationships between the TL and students, TL and staff and TL and parents are strong, and all library users are comfort-able. I have personally benefitted from new friendships with parents and staff and have formed stronger bonds with students.

Two years ago the library was closed three days a week. Now, with a proactive staff and a principal who believes in the value of a strong library and library program, the TL FTE has increased—the library is now open five days a week and is the hub of our school.

Teaching at an inner-city school is rewarding, challenging and exhilarating. Students, staff and parents have taught me much more than I have taught them. Some of the strategies discussed in this research have been implemented and proven successful, although I will have to tweak others and try again. I look forward to implementing more of the strategies I learned through this paper, including summer reading bags and further collaborative teaching. We have built strong relations with local businesses and community supporters, which has proven beneficial to all.

The community has supported our summer reading program and has raised more than $1,000 in donations, and local businesses have donated books and prizes. Thirty-five students signed up for the summer reading program, which surpassed our goal of 25 for the first year (that is, 10 per cent of the school population of 257 students). Our summer readers committed to read 20 minutes per day. A book exchange in late July

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enabled participants to enjoy new books through the end of August. More than 170 books were returned and 130 went out at the mid-point exchange. Students proudly handed in reading charts and displayed enthusiasm and self-esteem in their eagerness to share their reading experiences with me and their peers. Students set new goals, eager to surpass their previous month’s reading minutes. During the book exchange, students used technology such as iPads, iPhones and wikis to create book reviews, puppet shows and comic strips based on their books. Parents were excited about the program and happy their kids were able to take out books during the summer. Evidence of the excitement of the summer reading program was seen at the mid-summer book exchange when some students brought friends and/or siblings who had not originally signed up. Some of our most reluctant readers arrived early for the July book exchange, eager to get more Manga books and trade with their friends. It was gratifying to see these boys discuss a series they were both enjoying in detail.

TLs in inner-city schools have unique opportunities to support student achievement. Without a teacher-librarian, student access to books is limited, students have less access to books they enjoy and, as a conse-quence, enjoy reading less. I hope this paper makes a strong case for and ignites discussion about the impor-tance of having qualified TLs in inner-city schools.

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Haycock, K. 2011. “Connecting British Columbia (Canada) School Libraries and Student Achievement: A Comparison of Higher and Lower Performing Schools with Similar Overall Funding.” School Libraries Worldwide 17, no 1: 37–50. www.iasl-online.org/pubs/slw/jan2011.htm (accessed September 26, 2010).

Herron, N. 2001. “Every Kid Counts: A History of Vancouver’s Inner-City Schools.” British Columbia Teachers’ Federation Teacher Newsmagazine 14, no 1: 1. http://bctf.ca/publications/NewsmagArticle.aspx?id=11386 (accessed September 26, 2010).

Johnson, D. 2005. Linking Libraries and Literacy. Weblog. www .doug-johnson.com/dougwri/linking-libraries-and-literacy .html (accessed September 26, 2010).

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Lance, K, M Rodney and C Hamilton-Pennell. 2005. Powerful Libraries Make Powerful Learners: The Illinois Study. Canton, Ill: Illinois School Library Media Association. www.islma.org/pdf/ILStudy2.pdf (accessed September 26, 2010).

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Lance, K, M Rodney and B Schwarz. 2010. “Collaboration Works—When It Happens! The Idaho School Library Impact Study.” Teacher Librarian 37, no 5: 30–36. http://lissainquiry.pbworks.com/f/Collaboration+Works.pdf (accessed September 27, 2011).

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School District 68 Nanaimo-Ladysmith.1992. Policies and Procedures: School Teacher-Librarians’ Qualifications; Policy 3855. www.sd68.bc.ca/edocuments/Board/policiesandproc_/default.html (accessed September 21, 2011).

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Janet Bell is currently taking courses in the TL-DL program at the University of Alberta. She has recently embraced the challenge of teacher-librarianship at Lillian Osborne High School, in Edmonton, Alberta. Her background is in teaching English and professional development.

At Lillian Osborne Library, we inspire, nurture, celebrate, substantiate, sustain and thus strengthen literacy learning for all learners. Supported by school and community partnerships, we collaborate to build an extraordinary learning culture that is ethical and empathic, intellectual yet playful, inquisitive yet respectful—a culture that cultivates and honours those habits of mind and literacies that help students achieve curricular outcomes in all subjects today, and thrive within our increasingly net-worked and interdependent world tomorrow.

—Lillian Osborne Library Mission Statement, 2011

Although Lillian Osborne High School, in Edmonton, is in its second year of operation

(opened September 2009), it is still under construction. The same is true for its library. And just as schools and libraries these days are really more about the people who inhabit and transform their spaces, rather than the spaces themselves, so also are we, at Lillian Osborne, on various paths of continuous improvement (Davis 2009). What separates our school and library from

The Cat’s-Cradle World of a New Teacher-Librarian: One School’s Journey Situating and Shaping a Library CultureJanet Bell

others, though, is that we have no past—no collective memory to inform directions, no traditions to honour, no routines to follow, no collections of resources to store apart from what has been purchased in the past two years. This is both liberating and limiting. On the one hand, we can forge a future unencumbered by the past; on the other, we must do so with limited resources and without evidence of sustained success to leverage. Because we are a school whose culture has not yet been established, the library is positioned to seize the moment and redefine what library means for us.

Related to this is a childhood memory that pulls often at my imagination—playing cat’s cradle, using nothing more than a piece of string, and, hopefully, a partner, to transform that string into a cat’s cradle, a soldier’s bed, candles, a cat’s eye, a fish on a platter, a manger or diamonds, in a never-ending game of reconfiguration. The first part—remember the feel of the string, popping the initial loop over your wrists?—is entirely predictable, a simple, yet foundational, move that sets in swing all subsequent configurations that emerge in less predictable sequences. It is not much of a stretch to parallel the cat’s-cradle activity with the physical and cognitive worlds of a teacher-librarian. With vision, experience and strong professional learning communities (Astuto et al 1993) to guide us, TLs transform spaces into hubs of inquiry. Those of us at ease in today’s quick-change world can pinch the crossed-over side strings on the cat’s cradle of learning that is the library. We pull them out and over top, pushing down and back to the side to create the next incarnation, the inside-out world of the 21st-century library, with permeable walls, lounging learners,


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librarians running from the scene to work one-on-one with others elsewhere in the building and precious little time before the world changes again as we regroup to transform it into its next shape. Perhaps our libraries, as sometimes happens in cat’s cradle, are coming undone by becoming messy, chaotic, but actually they are simply shape-shifting, reconfiguring into the next comfortable shape. Here is the tale of Lillian Osborne library’s cat’s-cradle journey into being.

First, loop the endless circle of string around your hands, looping the string around each hand.

Lillian Osborne’s library looks like other libraries, though it has fewer books and computers. I inherited the 3,000-book collection in September 2010, along with continuing responsibility for mentoring teachers in technology integration (we have SMART boards in every classroom and about a hundred wireless-enabled laptop computers distributed among seven laptop carts housed throughout the school). I was charged with facing the challenge of transforming our well-orga-nized starter (year one) library into a vibrant 21st-cen-tury learning hub. I arrived on the job predisposed to how I would meet this challenge: playfully (Fontichiaro 2010, 101–14), welcoming risk, moving forward with a spirit of adventure, armed with good pedagogy and interpersonal skills and supported by a highly valued professional learning network. In addition, I was self-tasked to chronicle our journey, to inform next steps through anecdotes, artifacts and statistics, and to chart our journey through evidence-based practice that might assist others travelling similar paths. Like a child playing cat’s cradle, drawing in partners to help shape-shift the loop into various functions at point of need, I was, at least at the level of my dream, well outfitted to build—with a minimal circa 2010/11 budget—the resonant culture described in our mission statement (see beginning of article).

Our journey so far has been rocky, a sign that things are, in essence, progressing well (Fullan 1993, 1999). My first wake-up call arrived a week before classes started. The time I had reserved to build an innovative library/Internet welcome slideshow and orientation program, scaffold a resource website of how-to tech-nology screencasts (for example, how to sign out a laptop cart using Google Calendar) and begin to develop curricular pathfinders was instead spent on processing thousands of textbooks for distribution the following week. This challenge, which was met thanks to a ready group of parents and students who jumped

in to assist, precipitated a deluge of similar clerical responsibilities that pulled me from my dream. It is difficult to build a new culture when your time is spent putting in place the metaphorical bricks and mortar (heavy, expensive textbooks) that have long perpetu-ated the old culture.

However, real systemic change is chaotic and uncom-fortable (Fullan 1999). Working in a new school, however exciting it is to feel the pull of the open horizon, also accentuates this discomfort, because when one-third of the staff and student complement is added annually for the first three years, during the first two years, staff have minimal shared experience to draw them into a learning culture and few established school routines to ease them into any culture already seeding. Add to this the creative chaos of teaching unfamiliar courses, and the result is that teachers focus entirely on the unfamiliar things that require attention the most—their new students and new courses, situat-ing these unfamiliar aspects of their work within the safer context of the familiar pedagogical and techno-logical skills.

Only when teachers feel secure in their new positions can they envision stretching themselves into other areas. Thus, when a school culture is barely planted, one must give it time to take root a little before provid-ing unobtrusive, personalized, at-hand support. This fledgling culture, then, affects the library, in particular, right at the core of its raison d’etre, because if the library’s vision is to be at the heart of the school, when the school culture is not yet formed, how can a school library exist beyond being the place to find books? This is the level of pulse required to sustain a school library in its embryonic days. Continuing the metaphor of cat’s cradle, it seems impossible to step beyond looping the string around your wrists, because until others can visualize how they can use your talents to move them ahead in the game, you are stuck there with no partner to pull strings with. The best way to take a potential partner to that place of visualization is to ease his or her load, because that is part of what teacher-librarians can do for others; the huge return is that doing this may help develop trust. So it was that I, a stranger in the library who wanted to develop relationships of trust so that I could segue into doing the work I preferred to do and needed to support teachers swamped by new courses who had to hit the pavement at full speed in a week, knew that the best I could do was have their textbooks ready for sign-out as soon as possible.

How does the complexity and ambiguity of begin-ning a change process by doing traditional things


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connect to situating and developing our library cul-ture? The keys to success in organizational change always come down to the people involved. Daggett’s (2011) often-reiterated three Rs: rigour, relevance and relationships; Edmonton Public School’s (2010) distill-ing 21st-century skills to the foundational (and beauti-fully connected to the inquiry process) actions of acquire, connect, create and communicate; and Alberta Education’s (2010b) evocative Competencies of an Educated Albertan all have in common the thread of connection—not just between us and knowledge, but between all people. In fact, I wonder whether the ability and desire to connect deeply with others (that is, the product of literacy, true engagement) in an increas-ingly networked world is the single most essential skill all of us must develop today, and anything that pre-vents that is in opposition to mindful cultural progress. Processing paper textbooks for teachers when I’d much rather be establishing a library presence beyond the books, then, does makes sense: I am investing my time in building those requisite bridges of trust with my new colleagues right from the start. This is how I began to shape our library culture, and why this seemingly paradoxical approach worked for me. My role is to build bridges.

Pinch the crossed-over side strings, pull them out and over top, pushing down and back to the side to create the next incarnation, the inside-out…

One might think that after the textbooks, the next step should be either orientation or advocacy, getting the word out at staff meetings about our resources, and about how I can assist students with information literacy and support students and teachers using online databases, such as those at LearnAlberta’s Online Reference Centre or Edmonton Public School’s My Library. But in a new school, such information, out of context with tomorrow’s curricular focus, would seem disconnected. Instead, I created Google Calendar processes for reserving laptop carts and library time, which was a way to distribute ownership of resources and processes away from the central library desk. I created a few online tutorials, wrote articles about the school for a local newspaper, started a library blog and the @LOLibrary Twitter account, and began to develop our school website. All in all, I was carving out a virtual library presence. I also built on our teacher technology team’s work from year one, by cycling through technology-support strategies to better shape integration. Half of the teachers had not used a SMART

board before, for example, so the team hosted Friday morning optional technology sessions, where we explored SMART Notebook, Google Docs and Sites, online resources and so on. When conflicting commit-ments caused participation to dwindle, we shifted gears to meet technology needs as they arose through a strong cadre of teachers who self-identified to provide at-hand support and mentorship readily. This success-ful approach was reinforced through the assurance that I am also usually on-site to assist in resolving minor technical issues and to facilitate increasingly pedagogi-cally astute technology integration (Mishra and Koehler 2006).

By Christmas, the library was truly turning inside-out. With laptop carts stored near classrooms, teacher-driven sign-out procedures and support at hand when wireless access or SMART boards faltered, teachers were empowered to close their doors and bring the world into their classrooms. I remained in the back-ground, designing activities, gathering evidence of successful student work and of evolving teacher practice to share in slideshows at school and elsewhere, and provoking conversation about promising peda-gogical and technological practices supporting topics such as student engagement. One recent technological inquiry explores the use of a portable demonstration classroom comprised primarily of a set of netbooks dedicated for use by particular teachers who have opened their doors to school visitors and action research possibilities. Our technology projects embed technology professional development into teaching practice; when more staff than expected signed up for the demonstration classroom, we altered our concept to accommodate all. My role is to open doors.

The inside-out world of the 21st-century library, with permeable walls, lounging learners, librarians running from the scene to work one-on-one with others elsewhere in the building and precious little time before the world changes again as we regroup to transform it into its next shape…

I am pleased that our story doesn’t end with technol-ogy. In fact, the third act of forming our year-two library has been to focus on the forms and functions of the main library room itself and those who learn there. The video LO Library 2011 (Bell 2011) (http://secure.smilebox.com/ecom/openTheBox?sendevent= 4d6a51774f4449324d6a673d0d0a&sb=1) provides an introduction to our library’s 21st-century vision and images of the library in operation. Like the many shapes that make up the cat’s cradle game, our library


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is also continuously being reconfigured. In a six-week period in the spring of 2011, it looked like Times Square. Nine screens around the second-storey perim-eter of three walls of its cubic shape were lit up with simultaneous slideshows of student artwork, video productions, Christmas concert and live SMART board and Google Docs demonstrations. It provided a festive hub for a fine arts fundraiser, full of dance, drama and song; became a formally set-up theatre for visiting musicians; and hosted an international literacy exhibit depicting every letter of the alphabet in a grand ceiling-height celebration of German language and culture. It also hosted district meetings, several visiting lunch-time speakers and cheer teams practising their routines before competing in public in zones. That all said, during the day, classes often wheel the laptop carts down to the library, so students can work in a place where they can spread out. International bacca-laureate science students have been scheduled in more than once for dedicated research for two straight days at a time. World literature students stop by daily to talk about their papers. It is a rare day when no classes are working in the library. Distributing the library across the school by way of laptop carts has not detracted from our room presence whatsoever. If anything, it has

created, in a cat’s-cradle way, a sense that what is outside the room one minute can be at the centre the next and vice versa. Our room, our “learning commons” cube of multipurpose space, has become a cognitive pulse within the school that focuses on supporting and celebrating student learning in all modalities at all stages of inquiry. The possibilities for how we use this space are more than we can currently imagine.

As the year has progressed, the staff’s relationships have begun to shift. Having collectively weathered the usual rhythms of the school year, accentuated by the unique, unanticipated challenges—and, arguably, rewards—of a school’s start-up phase, many of us have let down our guards and discovered strength in interdependence. When a group builds something out of nothing, recognizing the diverse talents that each contributes, magic can happen: “For many teacher-librarians, the most prized [theory/model of leader-ship] is transformational leadership, where they are working with administrators to develop a climate for change and a culture based on collaboration and mutual respect” (Haycock 2010, 1). Our interdepen-dence and synergy, alluded to in our mission statement (see beginning of article), is only now beginning to take root, to shape our journey toward those goals therein

Figure 1. Lillian Osborne Library, February 24, 2011. Photographed by Janet Bell


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indicated; the transformation is beginning. My work continues to be that of a supportive leader “in the middle,” connecting the dots on things, for the benefit of all. My advice to principals hiring staff for a new school is to focus on those who demonstrate empathy, because they will form connections with others and will create an empathic culture of teachers and learn-ers. My advice to a teacher-librarian in a new school is to be patient and help others when they need it. This supportive behaviour earns one the reputation of being someone who helps open doors, even if that only means stamping a textbook or fixing a SMART board connection—a reputation that can change, growing one’s identity as a strong supporter of colleagues’ professional work that can then be celebrated by sharing student media productions in the library and on the library blog, thus tilling the ground for growing deeper collaborations.

To conclude, growing a library in a new school is more about investing in our community’s intellectual capital than about investing in concrete resources, at least to start with. To grow a school and library culture where we all strive for continuous improvement, we must empower each other to act, even when that means we relinquish more traditional librarian and teacher roles to encourage innovation and interdependence. In fact, by investing in people, resources will follow, whether contributed or requested by users, and whether actual or virtual, shared through course websites created by teachers targeted for use by their students or through media created by the students themselves. By emphasizing the library’s organic and permeable out-of-the-box nature, ownership of both technology and curricular resource choices can be shared among colleagues, with the recognition that as instructional designers—together exhibiting a multi-tude of talents and perspectives that surpass those of any individual—we can together begin to customize more personalized learning for students and profes-sional support for each other.

Hopefully, in our cat’s-cradle way, the long-lamented stereotype of the librarian as “custodian of the books” (English 1940) has finally been diffused. Time saved gathering curricular resources is time reinvested into streamlining routines, processing texts and fiction books, developing teachers’ and students’ strengths as they trouble-shoot technology, and working with all stakeholders to develop a positive library culture. In essence, by letting go of some of the (albeit rewarding) cerebral side of gathering and creating resources and exploring online processes, the teacher-librarian in a

new school can support and empower colleagues to move forward with their own curricular work, and lay a foundation for a valuable framework of mutual respect and interdependency on which more inten-tional inquiry-based collaborations can be grown and supported through emerging coaching interactions (Killion 2007; Alberta Education 2011).

Over the past year, Lillian Osborne High School has begun to grow a culture of continuous improvement. The teacher-librarian serves an integral function across the school in helping to seed that culture by building bridges, opening doors, removing barriers to innova-tion, growing shared intellectual capacity and expertise, and documenting and sharing the unfolding chapters of the story. Through ongoing inquiry and the celebra-tion of all our learning, we hope to build a library and a school that makes the best sense for today. This tale of the cat’s-cradle world of a new teacher-librarian in a new school is still only beginning. As we continue to shape-shift into year three, I wonder what new chal-lenges will emerge, and what new stories will present?

BibliographyAlberta Education. 2010a. Inspiring Action on Education:

A Discussion Paper. Edmonton, Alta: Alberta Education. http://ideas.education.alberta.ca/media/2905/inspiringaction%20eng.pdf (accessed September 28, 2011).

. 2010b. Competencies of an Educated Albertan: Curriculum Considerations. Edmonton, Alta: Alberta Education.

. 2011. “Learning Coaches.” Connection: Information for Teachers, January 2011. Alberta Education website. http://education.alberta.ca/teachers/resources/connection/archive/january-2011/other/learning.aspx. (accessed September 28, 2011).

Asselin, M, J Branch and D Oberg, eds. 2003. Achieving Information Literacy: Standards for School Library Programs in Canada. Ottawa: Canadian School Library Association and the Association for Teacher-Librarianship in Canada.

Astuto, T A, D L Clark, A-M Read, K McGree and Fernandez, L deK P. 1993. Challenges to Dominant Assumptions Controlling Educational Reform. Andover, Mass: Regional Laboratory for the Educational Improvement of the Northeast and Islands.

Bell, J. 2011. LO Library 2011. Video File. http://secure.smilebox .com/ecom/openTheBox?sendevent=4d6a51774f4449324d6a673d0d0a&sb=1 (accessed September 28, 2011).

Daggett, W. 2011. Components of School Excellence. International Center for Leadership in Education website. www.leadered .com/ComponentsSE.html (accessed September 28, 2011).

Davis, V. 2009. “Influencing Positive Change: The Vital Behaviors to Turn Schools Toward Success.” Teacher Librarian 37, no 2: 8–12. EBSCOhost Accession Number 47500179.


Edmonton Public Schools. 2010. K–12 Literacy Guiding Document. Edmonton, Alta: Edmonton Public Schools.

. 2011. My Library. http://mylibrary.epsb.ca (accessed September 28, 2011).

English, M. 1940. “A Principal’s Philosophy.” Phi Delta Kappan 22, no 6: 300–302, 306.

Fontichiaro, K. 2010. “Pride and Prejudice and Technology Leadership.” In The Many Faces of School Library Leadership, ed S Coatney, 101–14. Santa Barbara, Calif: Libraries Unlimited.

Fullan, M G. 1993. “The Complexity of the Change Process.” In Change Forces: Probing the Depth of Educational Reform, 19–41. Philadelphia, Pa: Falmer.

. 1999. Change Forces: The Sequel. Philadelphia, Pa: Falmer.Haycock, K. 2010. “Leadership from the Middle.” In The Many

Faces of School Library Leadership, ed S Coatney, 1–12. Santa Barbara, Calif: Libraries Unlimited.

Killion, J. 2007. “No 1 Resource Has a Human Face.” In T3—Teachers Teaching Teachers. Oxford, Ohio: National Staff Development Council. www.learningforward.org/news/getDocument.cfm?articleID=1479 (accessed September 28, 2011).

Mishra, P, and M J Koehler. 2006. “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” Teachers College Record 108, no 6: 1017–054.

Sykes, J. 2010. Transforming Canadian School Libraries to Meet the Needs of 21st Century Learners. Alberta Education School Library Services Initiative website. http://education.alberta.ca/media/1293749/slsi_research.pdf (accessed September 28, 2011).

Zmuda, A, and H Harada. 2008. Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century. Westport, Conn: Libraries Unlimited.

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Is Your Library Program Making the Grade? The Straight-A Approach to a Successful Library ProgramYvonne Denomy

Around the globe, school libraries are showing that they make a difference. In the words of Levitov

(2010, 31), “The well-planned, -supported, -developed, and -used school library program has immense poten-tial. It can offer limitless possibilities.” Unfortunately, some school library programs are indeed just that—full of potential and possibilities, and not realities. Why the discrepancy? The reality is that successful school library programs do not just happen; rather, thriving programs are purposefully and strategically created through the “wise and deliberate decisions and actions” on the part of the teacher-librarian (Todd 2006, 1). Therefore, where does one begin and how does one progress? Moreover, what are the “wise and deliberate decisions and actions” that create library programs that effect positive change in the lives of students, staff and the community?

This article proposes a straight-A approach to realizing a successful library program. Whether you are a new teacher-librarian building your first library program, an experienced teacher-librarian establishing a program in a new school or a well-established teacher-librarian re-envisioning your existing program, use these straight-A steps to move your library pro-gram to the front of the class.

Appreciate the PeopleWhen building your library program, a good rule of

thumb is to attend to relationships first and foremost. That neglected nonfiction section might be screaming your name, but truthfully, the collection didn’t fall into disrepair overnight. It can wait. Instead, direct your energy into building relationships that matter. After all, change is a people-centred process, and the “biggest part of the library media specialist’s job is working with people—teachers, students, parents, principals,

school boards, community members, volunteers, and other library media specialists” (Harvey II, 2010, 7). Hughes-Hassell and Harada (2007, 7) say that “it is only when each individual in a school has changed that an innovation can be deemed a success. Individuals must thus be the focus of attention in implementing any new educational program or practice.” Unfortunately, many well-designed change initiatives come up short because the people have been over-looked. Pay attention to the people first!

Acknowledge that every person is unique, and agree, even when you disagree, that everyone has valuable contributions to make. You can be sure that not every staff member will share your enthusiasm and vision, but do honour and respect others’ perspectives, beliefs and practices while you search for common ground (Johnson 2008, 14). If you take the time to think cre-atively, no matter how large the gap, common ground can always be found: “Why, yes, we both want to improve the world. There’s something we have in common!” suggests Johnson (p 15).

Put your ideas forward but avoid challenging the expertise of colleagues (Stripling 2007, 53). Instead, let your colleagues know that you respect their work and value their ideas (Haycock 2010, 5). Be approachable, but don’t forget to ask for their ideas and opinions.

Accept that Change Takes TimeDon’t expect immediate change. Rather, accept that

change will take time and anticipate that there may even be an implementation dip. Although some members of the community may come on board quickly, others will need time to adopt new initiatives. Simply stated, however, there is no silver bullet or

quick fix. Building influence means building relation-ships and building trust, and those take time. Having

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a realistic plan, competence and consistency, and a deep understanding of effective practices will lead to enhanced roles over time. (Haycock 2010, 7)

Johnson (2008, 14) equally reminds us that the “elephant can only be eaten one bite at a time” further-ing that “as much as they may be needed, radical changes in education are less likely than incremental changes” (16–17). No matter how eager you are, don’t attempt to eat the elephant whole!

Articulate a Vision Founded on Student Learning

“What is the business of libraries if not to cultivate learning?” (Harada 2010, 13). Be sure to articulate the business of your library. Haycock (2010, 2) states, “Obviously the common goal shared by all profession-als in the school is student achievement and the quality of students’ and teachers’ experiences in the learning environment.” Indeed this may be obvious—to you! But is it obvious to your colleagues? Perhaps they are under the common, albeit mistaken, perception that the school library business is the book circulation business.

Therefore, in collaboration with your colleagues, aim to achieve consensus on what a shared vision of student achievement might entail (Harada 2010; Oberg 2003). Then, articulate that vision into a mission statement: a “mission both motivates and measures improved purpose because all stakeholders believe that the learner-based accomplishments they are in the ‘business’ to produce are challenging, possible, and worthy of the attempt” (Zmuda and Harada 2008, 2).

Of course, a vision must then be put into action, and this does not mean exclusively by you; rather, change happens when all the members of the learning commu-nity work toward a common goal. A shared mission that can be clearly articulated by all will, therefore, facilitate commitment, not rely solely on coercion.

Accommodate Your LearnersYour plan may indeed be a great one—in your eyes.

Unfortunately, there is never a one-size-fits-all approach to anything—not for students or their teachers. Consequently, be sure to communicate often and frequently, and adjust the learning plan appropri-ately as you go. Indeed, as stated by Johnson (2008, 16), “there is no educational strategy that works for every person every time.”

Accommodate a variety of learning styles, whenever possible. Some learners prefer to see models—model a lesson. Others prefer to read, research and reflect— recommend a selection of relevant, quality readings and be available for discussion. Still others may prefer to learn by trial and error—establish an environment where you allow experimentation and failure to occur, and accept feedback, without judgment. After all, we are all inquiring and learning together. As eloquently stated by Harada (2010, 19), “Leaders seek to support learning, not control it. They further inquiry, not orthodoxy.” Therefore, a good leader encourages learners to adapt learning to their own settings and preferences.

Act Your Way into TrustYour actions must align with your vision. “There are

no surprises,” advises Haycock (2010, 3). To facilitate this process, Coatney (2009, 43) suggests that you ask yourself, “What do students see as they enter the school library?” Hopefully, students and adults will see your beliefs being transposed into action. Therefore, always strive to act your way into trust by modelling the behaviours you wish to see in the adults and students with whom you work: “In short, these leaders model the excitement and rigor of inquiry in their work with other members of the learning community” (Harada 2010, 20).

Then, of course, engage everyone into action. A vision means little in the absence of action. As others will surely follow your lead, be sure that you remain on course, and of course, make adjustments as needed.

Advocate and Celebrate Your Progress!

Although we might mistakenly assume that every-one sees the success of your program, assume nothing! Levitov (2010, 39) writes that “school library profes-sionals have been hoping for a tipping point or a critical mass—a point when school administrators and others understand the potential of the school library program within the educational setting, resulting in support and appreciation for school librarians and school library programs.” Unfortunately, this is not happening. Instead, we must advocate—“every day, all year long” (Levitov 2010, 30).

What does this entail? Advocacy means that we continue to show evidence of how the library program

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adds to student learning—just don’t try to do it alone. Rather, get support from the members of your commu-nity. Parents, students and the community are very powerful sources of advocacy as they “reflect the presence of a shared mission for the school library” (Levitov 2010, 30). In other words, advocates of your library program are willing to “go to bat” (Harvey II 2010, 131) for their library program.

Advocacy means being proactive and not reactive (Levitov 2010, 31). So don’t wait until something negative is about to happen and your program is in jeopardy before sharing your evidence of added worth. Advocate all along the way. And never forget to celebrate your accomplishments!

Finally, as you work toward your vision, don’t forget to adopt a positive attitude. Smile! Indeed, your library program is full of possibilities; now you need only make them realities—just take the straight-A approach!

ReferencesCoatney, S. 2009. “Opening the Door to Leadership—The

Key.” School Library Monthly 26, no 4: 43–44. www .schoollibrarymonthly.com (accessed August 10, 2011).

Harada, V. 2010. “Librarians as Learning Leaders: Cultivating Cultures of Inquiry.” In The Many Faces of School Library Leadership, ed S Coatney, 13–28. Santa Barbara, Calif: Libraries Unlimited.

Harvey II, C A. 2010. The 21st Century Elementary Library Media Program. Santa Barbara, Calif: Linworth.

Haycock, K. 2010. Leadership from the Middle: Building Influence for Change. In The Many Faces of School Library Leadership, ed S Coatney, 1–12. Santa Barbara, Calif: Libraries Unlimited.

Hughes-Hassell, S, and V Harada. 2007. “Change Agentry: An Essential Role for Library Media Specialists.” In School Reform and the School Library Media Specialist, ed S Hughes-Hassell and V Harada, 3–16. Westport, Conn: Libraries Unlimited.

Johnson, D. 2008. “Change from the Radical Center of Education.” Teacher Librarian 35, no 5: 14–19. www .teacherlibrarian.com (accessed August 10, 2011).

Levitov, D. 2010. “The School Librarian as an Advocacy Leader.” In The Many Faces of School Library Leadership, ed S Coatney, 29–42. Santa Barbara, Calif: Libraries Unlimited.

Oberg, D. 2003. “Changing School Culture and Implementing the New Standards.” School Libraries in Canada 23, no 1: 23–25. www.clatoolbox.ca/casl/slic (accessed August 10, 2011).

Stripling, B. 2007. “Teaching for Understanding.” In School Reform and the School Library Media Specialist, ed S Hughes-Hassell and V Harada, 37–55. Westport, Conn: Libraries Unlimited.

Todd, R. 2006. “From Learning to Read to Reading to Learn: School Libraries, Literacy and Guided Inquiry.” International Association of School Librarianship. Selected Papers from the 2006 IASL Conference, 1–18. Retrieved from ProQuest Education Journals.

Zmuda, A, and V Harada. 2008. Librarians as Learning Specialists: Meeting the Learning Imperative for the 21st Century. Westport, Conn: Libraries Unlimited.

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www.wordle.net


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Kathy Inglis is the teacher-librarian at South Park Family School and Sundance Elementary, in the Greater Victoria School District, British Columbia. She also teaches part-time in her kindergarten classroom. Kathy is currently enrolled in a master’s program in teacher-librarianship through distance education at the University of Alberta.

Why?

The current climate of uncertainty for school libraries is a strong incentive to look for effective

and efficient ways to advocate for library programs. Many advocacy strategies, such as creating presenta-tions for funding bodies, developing publicity cam-paigns, even building a strong web presence, take precious teacher-librarian time away from teaching. As Levitov (2010) argues, teacher-librarians must have an advocacy plan that “goes beyond public relations and marketing and gets to the heart of what it takes to be a leader in garnering support and leverage for school libraries” (p 29). One of the best ways to advocate for school library programs is to share what we do with the greatest number of people. The American Association of School Librarians (2011, para 2) defines advocacy as the ongoing process of building partnerships so that

others will act for and with you, turning passive support into educated action for the library program. It begins with a vision and a plan for the library program that is then matched to the agenda and priorities of stakeholders. The school library’s stakeholders include teachers,

students, parents and administrators. Teaching

The Five Ws of Library Advocacy Through CollaborationKathy Inglis

collaboratively with classroom teachers effectively shows not only those teachers but all library stake-holders evidence of the value of a strong library program. By doing what we do best—teaching—teacher-librarians can transform stereotypic images of the library and build a large and strong foundation of support for the school library (Levitov 2010, 31). Working with colleagues to support classroom curricu-lum and learning outcomes builds a collegial atmo-sphere and fosters a learning community where teachers can share their expertise and ideas. Through this sharing, classroom teachers, administrators and parents gain a better understanding of the role of teacher-librarians and the many ways in which they can enhance student learning. When we reach out beyond our area, we expand our

sphere of influence. When we become a leader in the building, it helps elevate our role in the school as a staff member who is important. ... We have the opportunity to make a huge impression for the school library program by becoming a leader. (Harvey 2010, “L Is for Leadership,” para 2) Students will also develop a new understanding of the

role of teacher-librarians. On several occasions when I began teaching at new schools, students have said to me, “You aren’t a teacher, you’re just the librarian.” As Hobbs, Oleynik and Sacco (2011) point out, collabora-tive teaching helps students to “view the school library as a classroom and the school librarian as a teacher” (p 43). Demonstrating that we are teachers, not just custodians of books, is vital to developing support for library programs. As Valenza (2010) reminds us: You [need to] see the big picture and let others see

you seeing it. It’s about learning and teaching. It’s about engagement. If you are seen only as the one who closes up for inventory, as the book chaser, and NOT as the CIO, the inventor, the creative force, you won’t be seen as a big picture person. (“Into the Future,” para 3)


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Twenty-first-century school libraries are about knowledge, not stuff. Librarianship has never been about stuff. It is about the use of information, not the existence of information (Loertscher 2010, 34). It is about conversation and connection, and people work-ing with people and learning from each other (Lankes 2010). By working collaboratively with our classroom colleagues on projects that mesh with classroom expectations, teacher-librarians create a whole new group of stakeholders who can, and will, fight for a library program they perceive as a vital, innovative and helpful part of their everyday school lives.

As well as reinventing the library image, collabora-tive teaching allows teacher-librarians to demonstrate inquiry learning techniques and new technologies to colleagues who otherwise might not have encountered them (Hobbs, Oleynik and Sacco 2011, 43). Teachers working and learning together cooperatively teach students by example. A cooperative atmosphere where it is safe to take risks and to discuss ideas freely is contagious. Making the library the hub of literacy learning in your school will build a vast community of supporters for your library program among teachers, students, parents and administrators.

When?Many teacher-librarians just do not have time to

collaborate. Full teaching schedules and part-time teaching positions leave little time for meeting and communicating with colleagues among the demands of maintaining collections, organizing volunteers and fundraising. Using staff meeting time for making collaborative decisions, handing out suggestion forms, asking for classroom themes or curriculum plans, even taking a few minutes in the staff work room to connect with a colleague is time well spent. Using Google Docs is another way to plan collaborative lessons when group planning time is difficult to schedule (Hobbs, Oleynik and Sacco 2011, 42). In the long run collabora-tion actually saves time. Dovetailing with already established classroom curriculum cuts down on planning time. True collaboration means sharing resources and lesson plans. Curriculum expectations coupled with the time constraints of the classroom often mean that classroom teachers are grateful for curriculum taught during library time and are willing to share ideas and resources. Cooperating on an already established whole-school project means that planning is done cooperatively. Many hands make light work.

Who?Because many teachers and administrators have an

old-fashioned or misguided understanding of the role of a teacher-librarian (Levitov 2010, 31–32), they may not immediately consider collaboration opportunities. Some teachers are used to the isolation of their own classrooms and will need some time to adjust to the idea of collaboration. Others will need to see the evidence of successful collaborations before being willing to commit time and energy to a collaborative project. Let the staff know you are available to collabo-rate and give them some ideas of the sort of lessons you can offer. The School Library Association of Victoria (SLAV) in Australia has a clear and succinct handout outlining services teacher-librarians can offer for classroom teachers. Giving a quick overview at a staff meeting and then leaving a handout with each teacher will start the ball rolling. Begin with those who are interested and others will follow. Keep your ear open in the staff room and offer to help with classroom projects or to implement new technology that will facilitate learning. Do not be discouraged when some colleagues are not ready to collaborate. Save your energy for those who are. “Water the flowers, not the rocks, in your garden” (Blankstein 2004) and your collaborative garden will flourish.

What?Look for a need or an opportunity at your school.

The following are examples of collaborative projects, large and small, at South Park Family School:

Classroom Research ProjectsClassroom research projects allow the teacher-librar-

ian and the classroom teacher to collaborate and are excellent opportunities to model inquiry-learning techniques and introduce classroom teachers to web-based research or organizational tools. South Park teachers and the teacher-librarian collaborated to arrange for Inuit author Michael Kusugak to visit with classes studying Aboriginal peoples. In this cooperative project, students linked classroom research with a living person. After the project, students brainstormed what they had learned about Kusugak and Inuit life, and the teacher-librarian created a Wordle (Feinberg 2009), which students shared with Kusugak and posted on the library website. Sharing the results of these collaborations by displaying student work in the library or on the library webpage is one way to build


awareness in the school community of the library’s connection to classroom learning.

Literature Circle BlogThe Grades 4/5 teacher asked for help creating a

blog for literature circles. The teacher-librarian set up the blog on Blogger (Google 2011) and taught students and the teacher how to post to the blog. The classroom teacher then took over the blog, posted questions and monitored student comments. All the students were engaged with the new technology, and several reluc-tant writers were inspired by the new format to add comments. Parents also became involved by helping students blog from home and thereby became aware of the library’s contribution to this new way of communi-cating during literature circles.

Whole-School ThemeSouth Park Family School traditionally chooses a

theme to guide student inquiry in every grade for one term every second year. Last year, the chosen theme was “Inspirational Canadians.” This tradition provided a perfect opportunity for raising the library’s profile and enhancing staff understanding of the role of the teacher-librarian. The library became the hub for the project to purchase resources about famous Canadians, post links to resources on the library webpage, create a blog to organize teacher contributions to weekly assemblies and the final celebration of learning, and organize a vote for the Greatest Canadian Invention (CBC 2009). By coordinating classroom contributions to the whole-school project, the teacher-librarian took on a leadership role in the eyes of both colleagues and administration.

Whole-School Literacy EveningSouth Park Family School hosts a family literacy

evening. These evenings begin with a storytelling session for students in the school library provided by a children’s librarian from our local public library. While the children enjoy the storytelling, parents attend a parent education session about how to support literacy at home. Then the families come together to visit stations throughout the school to try out literacy activities specifically designed to transfer to home situations. This year the teacher-librarian hosted a session in the computer lab introducing parents to online resources available through the school district website. Although this project was spearheaded by the teacher-librarian, every staff member participated in creating and presenting the literacy activities. Parents

who attended this whole-school activity saw the library as both a place for traditional stories and a place for 21st-century technology learning.

Artstarts Artist in Residence ProjectThis year our school applied for an Artstarts Artists

in Education (2011) grant. We are in the middle of the project called “Trash Talk,” in which author/illustrator Chris Tougas conducts workshops with each class on poetry skills and character creation using recycled materials. The workshops are organized and super-vised during library times while classroom teachers and the teacher-librarian collaborate on inquiry learn-ing about recycling and the environmental impact of garbage. We hope to produce a book titled Trash Talk that will include artwork and poetry from each student at the school. This whole-school collaborative project unites inquiry learning and literature appreciation in a project with a real-world outcome that empowers students to become educated citizens and make a difference. There are so many learning outcomes in one!

Where?One key element in advocating for the 21st-century

school library is realizing that library-supported learning is about knowledge, not stuff, and about people, not place (Lankes 2010). Twenty-first-century information technology and teacher collaboration means that inquiry learning and literature appreciation can and do take place throughout the school and at home. Library programs do not have to take place solely in the library, nor should they. Through collabo-ration, the ideal of the library acting as “the ‘great room’ in a school, where the ‘family’ gathers in a large, multifunctional space for a multitude of tasks” (Asselin, Branch and Oberg 2003, 6) can expand. The library no longer has to be in one location but can be part of learning throughout the school community.

ConclusionTeacher-librarians can create a strong stakeholder

group while focusing on what really matters—student achievement. By working with colleagues, we can make the library an essential part of their teaching day.

Rather than creating a perfect library, we must reshape our thinking and create the perfect library for our individual institution, adopting a customer service/support orientation by crafting goals that support the larger goals of the organization. In times of

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budget cuts, it cannot be only librarians who speak on behalf of libraries. Teachers, administrators, parents and students must demand the essential services we provide (Valenza and Johnson 2009).

Stakeholder groups can make a difference in library funding and staff allocations. As the Spokane moms discovered: “Five minutes of parent advocacy for school libraries can have more effect than five years of what might appear as self-serving advocacy” (Whelan 2008, para 43). Levitov (2010) asserts that when people other than the teacher-librarian advocate for school library programs, “it erases any question that the effort is self-serving, with school librarians defending their jobs or whining about their circumstances. It instead reflects the presence of a shared mission for the school library” (p 30). Collaboration is a time-effective and learning-centred method of creating a strong advocacy group with a first-hand understanding of the mission and benefits of library programs.

ReferencesAmerican Association of School Librarians (AASL) 2011.

“Advocacy.” AASL website. www.ala.org/ala/mgrps/divs/aasl/aaslissues/advocacy/definitions.cfm (accessed August 11, 2011).

Artstarts. 2011. “Artists in Education.” Artstarts website. http://artstarts.com/artists-in-education (accessed August 11, 2011).

Asselin, M, J Branch and D Oberg, eds. 2003. Achieving Information Literacy: Standards for School Library Programs in Canada. Ottawa: Canadian School Library Association.

Blankstein, A M. 2004. Failure Is Not an Option: Six Principles That Guide Student Achievement in High-Performing Schools. Thousand Oaks, Calif: Corwin.

Canadian Broadcasting Corporation (CBC). 2009. The Greatest Canadian Invention. www.youtube.com/watch?v=vn0GV1b8z2s (accessed August 11, 2011).

Feinberg, J. 2009. Wordle. www.wordle.net (accessed August 11, 2011).

Harvey II, C A. 2010. “Being Tactical with Advocacy.” Teacher-Librarian: The Journal for School Library Professionals. www .teacherlibrarian.com/2010/06/01/being-tactical-with-advocacy/#minimize (accessed August 11, 2011).

Hobbs, N, M Oleynik and K Sacco. 2011. “Together Is Better.” School Library Monthly 27, no 6: 42–44. Retrieved from EBSCOhost.

Lankes, D. 2010. “NEXT Symposium.” www.youtube.com/watch?v=JN-UUcucA9E (accessed August 11, 2011).

Levitov, D. 2010. “The School Librarian as an Advocacy Leader.” In The Many Faces of School Library Leadership, ed S Coatney, 29–42. Santa Barbara, Calif: Libraries Unlimited.

Loertscher, D V. 2010. “Shifting Our Vision for Our Futures: Leadership as a Foundational Element for Teacher-Librarians.” In The Many Faces of School Library Leadership, ed S Coatney, 133–36. Santa Barbara, Calif: Libraries Unlimited.

School Library Association of Victoria. What a Teacher-Librarian Can Do for You. www.slav.schools.net.au/downloads/ 01home/SLAV_TL.pdf (accessed August 15, 2011).

Valenza, J K. 2010. “Manifesto for 21st Century School Librarians.” Voice of Youth Advocates (October). www.voya .com/2010/09/15/tag-team-tech-october-2010/ (accessed August 11, 2011).

Valenza, J K, and D Johnson. 2009. “Things That Keep Us Up at Night.” School Library Journal. www.schoollibraryjournal.com/article/CA6699357.html (accessed August 15, 2011).

Whelan, D L. 2008. “Three Spokane Moms Save Their School Libraries.” School Library Journal (January). www .schoollibraryjournal.com/article/CA6590045.html (accessed August 11, 2011).

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From Theory to Practice

Using Edmodo to Extend Literacy Learning: Grade 6 Novel StudyAnne Rogers

This article describes one Grade 6 class’s experience learning with Edmodo, a secure online collabora-

tive environment designed for teachers and students. Online tools influence the reading and writing habits

of today’s students in ways we could not have imag-ined five years ago. Students are navigating and creating in digital spaces more than ever. The possibili-ties for online learning seem limitless, yet in our K–6 schools, teachers are cautious as they act in loco parentis, advocating for the safety and protection of our young-est learners. Edmodo can help children learn in a safe environment because it provides a supervised setting with controlled access.

In September 2010, Joanne Bradbury, a Grade 6 teacher, agreed to explore the effectiveness of Edmodo in her classroom. She felt that Edmodo would lend itself nicely to a novel study. Joanne explained that it would be one component of student learning along with other traditional formats of novel study. As students were reading, they could go to Edmodo about once a week and answer questions, explore links and converse with each other.

In preparation for this project, I discussed Edmodo with the district technology coordinator, Tim Johnson, and with another teacher already using this tool. The first step was for Joanne and me to set up user accounts for her students. With this prework, the students found the login process easy and were eager to open their accounts and personalize them with preloaded avatars. They recognized the similarity with Facebook and approached Edmodo enthusiastically.

Once the novel study was under way, the students logged in to Edmodo to talk to each other or answer

questions posted by their teacher. As with any chat area, it became evident that some students were chatting informally instead of using the site for its intended purpose. The students had to refocus about the use of this tool and its relation to their learning. After the students understood the guidelines and understood the evaluation rubric, they were off and running.

In order to increase the language arts focus, students had to express themselves using complete sentences and correct punctuation when using Edmodo—the use of texting acronyms and colloquial contractions would not be accepted. We wanted students to make their best effort at communicating clearly, politely and appropriately.

In discussions during the final weeks of school, Joanne said that Edmodo engaged students who had been reluctant to participate openly in class. It gave them an opportunity to express themselves when they might have remained silent in a face-to-face situation. In essence, Edmodo gave everyone equal opportunity to communicate and participate in the novel study, and it appealed to a broad spectrum of learning styles.

We decided to use an online survey to gather rel-evant feedback. Initially, I designed a survey using Google forms, but the link did not work in the Edmodo. Consequently, we used www.surveymonkey .com. This free survey design tool was easy to work with, link and administer. I added the link to the novel study group for the students, talked with them about why they were answering questions and showed them how to access it. The feedback about their experience was positive and encouraging for continued explora-tion of technology in learning.


Professionally Speaking

School Library Services Initiative (SLSI)Judith Sykes

The School Library Services Initiative (SLSI) focuses on reviewing K–12 school library services and

support resources. Results from a 2009 survey about the state of school library services in Alberta confirmed the need to review and update the 1984 school library policy and are informing the draft of a revised policy and support resources under development.

The revised draft School Library Services Policy and Guidelines, currently being reviewed by the minister, incorporates a transformational shift in which students are supported in their diverse learning needs in both physical and online libraries. This is closely aligned with the student competencies and the facilitation of personalized learning outlined in the Inspiring Action on Education discussion paper, the Framework for Student Learning—Competencies for Engaged Thinkers and Ethical Citizens with an Entrepreneurial Spirit, the Action on Literacy framework, and the Goals of Education.

Additionally, the revised draft School Library Policy and Guidelines aligns with the proposed Government of Alberta Integrated Library Policy (in development) to benefit all Albertans by providing greater access to information and basic support resources. The opportu-nity to link school libraries with public and academic libraries offers continuity of learning throughout home, school and community.

SLSI is coordinated by Alberta Education in consul-tation with an advisory committee, an interbranch cross-ministry committee, and four subcommittees developing the support resources that include•innovativemodelsforseamlessaccesstoschool

library services;

•planning,implementing,supportingandassessing/measuring a learning commons environment (tem-plates, vignettes, visuals);

•aninservicemodeltobuildcapacityforschoollibrary professional learning teams; and

•opportunitiestoprovidedigitallibraryresources to all Albertans achieved through economies of scale explored by Education, Municipal Affairs, Advanced Education and Technology, and Service Alberta.In May 2011, SLSI was presented to school district

representatives at Alberta Education zone curriculum coordinator meetings, where reps had the chance to examine select draft supports, such as a learning commons planning template with guiding questions (available for schools to refer to in the school library folder on Alberta Education Curriculum Coordinator Corner).

Information on the school library survey, including the summary of results, both the English and French versions of SLSI frequently asked questions, and the presentation and research that has informed the initiative, Transforming Canadian School Libraries to Meet the Needs of 21st Century Learners: Alberta Education School Library Services Initiative—Research Review and Principal Survey Themes, can be viewed at www .education.alberta.ca/department/ipr/slsi.aspx. For additional information, please contact Judith Sykes, School Library Services manager, Education Program Standards and Assessment Division, at 403–297–5024 (toll-free by dialing 310-0000 first) or by e-mail at [email protected].



From Wiki to Website: What a Difference a Year MakesKelly Rierson and Lissa Davies

The ASLC site’s mission is to provide current and timely resources about school libraries for teacher-

librarians, teachers, parents and administrators. The ASLC provides information about the ASLC council, membership, and upcoming conferences and events.

The digital toolkit is packed with fantastic resources to aid in developing lessons using inquiry learning and exploring the use of Web 2.0 tools with staff and students. Members share successful library lessons in the Resources for Teacher-Librarians. Recommended professional reading material for teacher-librarians is updated regularly on our Shelfari bookshelf. Looking for lessons on digital citizenship? Have a look in the Toolkit! Come in and visit aslc.ca today and explore all the resources that are available to support teachers,

administrators and parents in learning, libraries and literacy.

When visiting our site be sure to subscribe to our blog (aslc.ca/blog) to receive new information and continue the conversations about learning and libraries.

Need more support or have ideas on what else should be included on our site? Use the contact links to ask questions (after all, we ARE librarians!), let us know your opinions, share ideas, become a member or find a mentor.

Follow the ASCL on Twitter @TLsAlberta for even more great links and ideas for teacher-librarians about inquiry learning, 21st-century literacies, library collec-tions and continuing professional development. Or twitter yourself; be sure to use our hashtag #tlaslc.



Teacher-Librarianship by Distance Learning Convocation 2011Jennifer Branch

L to R back row: Val Martineau, Todd Phillips, Jennifer Branch, Joanne de Groot

L to R front row: Yvonne Denomy, Cindy Smyth, Christine Robinson, Jackie Hancox, Diane GallowaySolowan, Dianne Oberg

On a warm, sunny day on June 13 we celebrated the convocation of the class of 2011 from our

Master of Education in Teacher-Librarianship program. We were pleased that the following students could attend:•AndreaWallin,Kamloops,BC•JackieHancox,Squamish,BC•ValMartineau,Nanaimo,BC•CindySmyth,Calgary,AB•YvonneDenomy,Saskatoon,SK•ChristineRobinson,Winnipeg,MB•ToddPhillips,Comox,BC

Graduates and their spouses were invited to a lunch in the Department of Elementary Education. We had time to hear the students’ stories and a little bit about their capping papers. Cindy Smyth said that learning to be a leader was a highlight of the program. Todd Phillips talked about the power of the Web 2.0 class and said that he is now teaching a similar class to Grade 7 students. Val Martineau expressed her excite-ment about support she has received to develop a summer reading program for her school. Christine

Robinson told us that she is now on a committee that advises the assistant deputy ministers of education literacy through ICT curriculum in Manitoba. Yvonne Denomy said that she feels that she has become a 21st-century learner.

Members of the Department of Elementary Education attended the luncheon. Anna Kirova, graduate coordinator, brought greetings, as did Larry Prochner, chair of the department. Teacher-Librarianship by Distance Learning was represented by Joanne de Groot, Dianne Oberg, Jennifer Branch and Diane GallowaySolowan. Julia Ellis, the capping course instructor, was also in attendance.

The short speeches made by the graduate students made us very proud.

For more information on the program, please contact Jennifer Branch, coordinator and associate professor, Teacher-Librarianship by Distance Learning, University of Alberta, Department of Elementary Education, 551 Education Centre South, Edmonton, AB T6G 2G5; phone 780-492-0863, fax 780-492-7622. www .quasar.ualberta.ca/tl-dl.


2011 ASLC Bursary UpdateDiane GallowaySolowan

For the past two years, the ASLC has provided $2,000 in bursary funds to assist those interested in furthering their education in the area of teacher-librarianship. Bursary applicants are funded depending on the number of

applicants each year, and the awards are announced at the ASLC annual general meeting. We are proud to announce that the following people received ASLC bursary funding:

Donna Grove, Calgary, AlbertaKelly Rierson, Edmonton, AlbertaLissa Davies, Edmonton, Alberta

Congratulations to our recipients and best wishes in your educational pursuits!If you know someone considering furthering their education in teacher-librarianship in 2011, tell them about the

bursary now. For full details, visit the ASLC website at http://aslc.ca and click on Teachers/Professional Learning/Bursaries.



Save the Date! Kaleidoscope 2012

The Kaleidoscope Children’s Literature Conference is presented by the Alberta Teachers’ Association (ATA) and the Alberta School Library Council of the ATA. Kaleidoscope 10, “Twisting the Lens,” will take place in

Calgary, November 1–3, 2012. Kaleidoscope, a celebration of children’s literature, has assembled hundreds of international writers, illustrators and publishers over its long and colourful history. Look for the Kaleidoscope 10 website launch November 1, 2011, at www.kaleidoscopeconference.ca and consult it for early registration informa-tion and confirmed authors. Information will also be available from the ASLC website http://aslc.ca.



From the Regionals

North

A PD event scheduled for March 18, 2011, was cancelled due to low registration.

Several members attended the Reaching and Teaching conference, in Calgary, in April. Four mem-bers are being reimbursed for their registrations, thanks to money allocated for this purpose at the last provincial executive meeting.

The AGM was held May 26, 2011, at the Woodvale Community League, in Edmonton, with Laurie Greenwood as guest speaker.

Many thanks to Hilda Mah and Kelly Reierson for organizing a draw for the specialist council table that we assisted with at the Greater Edmonton Teachers’

Convention in March 2011. Kelly and I presented a session on engaging young adult readers.

I have been in contact with Val Olekshy at the Edmonton Regional Learning Consortium about planning a fall PD session on digital citizenship. Judith Sykes has been invited to take part in this discussion, as there could be some policy implications to bring forward from her work with Alberta Education.

As I reach the end of my presidency of the North Regional, I look for ways to engage the membership better. My goal as past president will be to look at ways to serve the membership better and to ensure that PD events will be of interest to members and better attended.

—Todd Bekolay



SouthThe annual banquet of the Calgary Regional, held on

June 2, 2011, honoured the contributions made to school libraries by teacher-librarians, administrators, library assistants and library technicians.

The 2011 recipient of the Bev Anderson Certificate of Merit: Teacher-Librarians was Sherri Blyth, from Henry Wise Wood High School. Sherri was nominated by John Atto, a social studies teacher at Henry Wise Wood High School.

The 2011 recipient of the Bev Anderson Certificate of Merit: Administrators was Shirley Gaura, former principal of Hawkwood School. Shirley was nominated by Kathy Wajda, teacher-librarian at Hawkwood School.

The 2011 recipient of the Tom Colbens Certificate of Merit for Library Assistants/Library Technicians was

L to r: Tom Colbens, Jennie McGregor and Robin Lysak

L to r: John Atto and Sherri Blyth

L to r :Kathy Wajda and Shirley Gaura

Robin Lysak, of Dr E P Scarlett High School. Robin was nominated by Jennie McGregor, teacher-librarian at Dr E P Scarlett High School.

The annual banquet was also the occasion to honour the contributions of several Calgary Board of Education employees: Sylvie Hachey, consultant, Evaluation and Selection of English, French and International Language Resources; Joanne Robertson-More, former teacher-librarian at Ernest Manning High School; Linda Shantz-Keresztes, teacher-librarian at Forest Lawn High School; Don Winchester, teacher-librarian at West View Secondary School; and Joan Wilkinson, manager of Education Resources and Services. All five retired by the end of the 2010/11 school year.

Congratulations to all the honourees!

—Jacquie Vincent



ASLC Award of Merit: Jean HoeftJacquie Vincent

Betty Lou Ayers (left) and Jean Hoeft (right)

Jean Hoeft grew up in a small farming community outside of Moose Jaw, Saskatchewan, and inherited

her love of learning and teaching from her mother, who was a school teacher. After she finished high school, deciding to go into education was a natural choice.

She received her bachelor of education from the University of Saskatchewan and began her teaching career in Saskatoon. Later, she moved to Calgary, where she worked as a classroom teacher, art consul-tant, language arts consultant, language arts specialist and school administrator.

During that time she completed two diplomas in education. One focused on language learning in the areas of reading and writing, and the second focused on art education. She received her master’s degree from the University of London, UK, where she studied the role of language in learning with Jimmy Britton and Margaret Spenser. Three years before she retired from the Calgary Board of Education (CBE) she received her doctorate from Brigham Young University, Provo, Utah.

During her 18 years working with the CBE language arts team, she developed a great love for authors and illustrators of children’s literature. When she left the language arts team, she had a collection of over 1,500 picture books she had used in workshops throughout the province. Because of her deep belief that books should not dwell on shelves but in the hands of young

readers, she donated her collection to her niece’s Grade 2 classroom, in Moose Jaw.

At present, she is the executive director of the Calgary Regional Consortium (CRC), whose main goal is to partner with the eight school jurisdictions sur-rounding Calgary to develop and provide professional learning opportunities for all educators. Along the way, Jean has been a strong advocate and supporter of school libraries. She made many friends with librarians across the province. Some of the first CRC workshops on the future of school libraries were organized by Jean and her teacher-librarian colleagues.

Jean continues to support the ongoing professional development needs of teacher-librarians by inviting such speakers as Jamie McKenzie, David Loertscher, Carol Koechlin and Keith Curry Lance to Alberta. She has used the Reaching and Teaching conference to highlight the work of school libraries and teacher-librarians. Jean represents the Alberta Regional Professional Development Consortia on the Alberta Education School Library Services Initiative Inservice Committee.

Jean is also an artist who enjoys creating through the media of paint and clay.

It is an honour to nominate Jean Hoeft for her career supporting teaching, learning and including school libraries in Alberta.



Literacies, Learning & Libraries is published to•enhancethecompetenciesofschoollibrary

professionals;•increase knowledge, understanding and awareness of

the role of school library programs in education; and•stimulatethinking,explorenewideas,offervarious

viewpoints and share information about learning resources and school library programs.

Articles from all educators are welcome. Teacher- librarians are especially invited to write about aspects of teacher-librarianship and school library programs that interest them and to share ideas with colleagues. Submissions are requested that will stimulate personal reflection, theoretical consideration and practical application. Articles that present differing perspectives; innovative, cooperatively planned and taught programs; trends and issues in teacher-librarianship; research findings; or reviews or evaluations of learning resources in all media are appreciated. From time to time, the editor may identify specific themes or topics for special issues and invite submissions on these topics.

Manuscripts should be submitted by e-mail with an accompanying hard copy mailed to the editor. A cover page should include the contributor’s name, profes-sional position, degree(s) held, address, and telephone and fax numbers. A recent photograph and related biographical information are also requested.

Manuscripts may be up to 3,500 words long. References to literature made in the text of the submis-sion should appear in full in a list at the end of the article. Literature not cited in the text but providing

Guidelines for Contributorsbackground material or further reading should be listed similarly.

Photographs, line drawings, diagrams and other graphics are welcome. To ensure quality reproduction, photographs should be clear and have good contrast. A caption and photo credit should accompany each photograph, and people in photographs should be clearly identified on a separate sheet of paper submit-ted with the photograph. (Note: do not write on the back of a photograph or attach information to it in any way that could mark its surface.) The contributor is responsible for obtaining releases for the use of photo-graphs. Only original drawings should be submitted, and the source of the drawings must be credited. Disks and photographs will be returned. Contributors whose manuscripts are accepted will receive two copies of Literacies, Learning & Libraries containing the pub-lished article.

Literacies, Learning & Libraries, published once yearly, is not refereed. Contributions are reviewed by the editor, who reserves the right to edit for clarity and space. Manuscripts, including the specified cover page and accompanied by one copy of the Copyright Transfer Agreement below, may be sent to

Diane GallowaySolowan838 112B Street NWEdmonton, AB T6J 6W2Phone 780-432-4507 (res) 780-414-0805 (bus)Fax 780-414-0806E-mail [email protected]

Copyright Transfer Agreement

I (the author) transfer copyright of the manuscript entitled _________________________________________________

by (names of authors) __________________________________________ to the Alberta Teachers’ Association (ATA), in consideration of publication for the Alberta School Library Council. This transfer shall become effective if and when the manuscript is accepted for publication, thereby granting the ATA the right to authorize republication, representation and distribution of the original and derivative material. I further certify that the manuscript under consideration has not been published and is not being considered by another publisher.

______________________________________________________________________________________________________Name (signature of one author is required) Date


Diversity • Equity • Human Rights Diversity • Equity • Human Rights

Specialist councils’ role in promoting diversity, equity and human rights

Alberta’s rapidly changing demographics are creating an exciting cultural diversity that is reflected in the province’s urban and rural classrooms. The new landscape of the school provides an ideal context in which to teach students that strength lies in diversity. The challenge that teachers face is to capitalize on the energy of today’s intercultural classroom mix to lay the groundwork for all students to succeed. To support teachers in their critical roles as leaders in inclusive education, in 2000 the Alberta Teachers’ Association established the Diversity, Equity and Human Rights Committee (DEHRC).

DEHRC aims to assist educators in their legal, professional and ethical responsibilities to protect all students and to maintain safe, caring and inclusive learning environments. Topics of focus for DEHRC include intercultural education, inclusive learning communities, gender equity, UNESCO Associated Schools Project Network, sexual orientation and gender variance.

Here are some activities the DEHR committee undertakes:

• Studying, advising and making recommendations on policies that reflect respect for diversity, equity and human rights

• Offering annual Inclusive Learning Communities Grants (up to $2,000) to support activities that support inclusion

• Producing Just in Time, an electronic newsletter that can be found at www.teachers .ab.ca; Teaching in Alberta; Diversity, Equity and Human Rights.

• Providing and creating print and web-based teacher resources• Creating a list of presenters on DEHR topics• Supporting the Association instructor workshops on diversity

Specialist councils are uniquely situated to learn about diversity issues directly from teachers in the field who see how diversity issues play out in subject areas. Specialist council members are encouraged to share the challenges they may be facing in terms of diversity in their own classrooms and to incorporate these discussions into specialist council activities, publications and conferences.

Diversity, equity and human rights affect the work of all members. What are you doing to make a difference?

Further information about the work of the DEHR committee can be found on the Association’s website at www.teachers.ab.ca under Teaching in Alberta, Diversity, Equity and Human Rights.

Alternatively, contact Andrea Berg, executive staff officer, Professional Development, at [email protected] for more information.


Diversity • Equity • Human Rights Diversity • Equity • Human Rights

We are there for you!

PD-80-14 indd gr4

www.teachers.ab.ca


Alberta School Library Council Executive 2011/12

Kaleidoscope Conference 2012Linda [email protected] [email protected]

LAA RepresentativeLinda [email protected]

University of Alberta RepresentativeTBD

Alberta Education RepresentativeJudith [email protected]

PEC LiaisonChristine [email protected]

ATA Staff AdvisorAndrea [email protected]

REGIONAL PRESIDENTS

NorthJamie [email protected]

SouthTBD

http://aslc.teachers.ab.ca

PresidentHolly [email protected] [email protected]

Past PresidentBetty-Lou [email protected] [email protected]

President-ElectTBD

SecretaryJanice [email protected]

TreasurerDonna [email protected]

WebmasterKelly [email protected] [email protected]

Publications EditorDiane [email protected]

Conference Chair 2011Jill [email protected] [email protected]

ISSN 1918-1779

Printed in Barnett House11010 142 Street NWEdmonton AB T5N 2R1

Documents

Literacies,Learning&Libraries Vol4No1