My first thought after reading the AASL standards and the Johnson article is that this seems like a rather large divide in terms of scheduling. I’m curious as to what created this division and has it caused problems for how various librarians plan their work with teachers. In Empowering Learners the idea of a virtual library seems like a good way to use technology resources to their best advantage, but a clear part of it seems to be making sure that teachers are aware of it so they can help their students use it wisely.
Woolls’ idea of really looking at how to run the library in a strategic sense seems logical especially with all the different goals that a school librarian has to work into all of their plans. Also the idea of an advisory committee appears to be a good formal structure in which to make sure that everyone from teachers to administrators understand what’s going on in the library and feel connected to what’s going on. Also a truly intelligent administrator would work with the librarian since they’re one of the few people in the school who actually interacts with everyone.
In terms of long term planning, I can see how this would work best for a library since things aren’t going to be changing quite as often as they are in the classroom. Though it appears that a good librarian must have a plan with a good amount of flex in it if there is an unexpected overhaul of curriculum or a new law that requires major changes.
I find it quite sad that in some schools unless there’s a planned time to go to the library some teachers really won’t use it. That seems to argue for making sure that every teacher brings their class to the library at least once a week. Then if the scheduling is done thoughtfully, there should be time for children to come in on their own to get a book perhaps even while a class is there. I’m really curious to understand what the reality of these types of scheduling is, because access is important but there also needs to be a connection to the teachers.
Hribar’s post is a wonderful exploration of how to actually take standards and make them come to life in a library and how it doesn’t take much to help children start thinking outside of their own boxes. I love how she worked to use peer learning to really expand how the children were learning. This is especially resonant with me because I think that storytelling and helping children really understand that when you tell a story or talk about some information in a performance or presentation context, it becomes more yours. The question a child gave her about plagiarism is a great example of how powerful it can be to transform knowledge into your own words. Her enthusiasm comes off the page and makes me more excited to become a librarian.