Reader-Leaders:
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Building literacy and leadership in the library
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LEADING
START SMALL! THEN SCALE UP!
Start with a manageable system is obvious to most, but sometimes ambition can set up you for over extending yourself and burnout. Working with even adult volunteers can require a tremendous amount of planning. Think about your schedule and how you intend to manage your "reader-leaders." Will it be an after school club or an elective during which you will also need to work with other classes. Most librarians have worked with individual student volunteers for short extracurricular bursts of time. This works great for basic clerical tasks or modest small projects but does not allow for a sustained "ownership" of their role, nor bigger projects to evolve. Once you have experienced the single helper or even extracurricular club, then consider establishing an elective with a small core group. I spoke to the author of Raising the Bar, Sue Kowalski, who agreed that it is wise to start with a small core before you scale up. Create an application process (with recommendation) and even an interview to be sure you have buy-in from the beginning. Having an elective that is self-selective will go a long way to secure a high level of buy-in and motivation.
Be PROACTIVE! Don't wait to be assigned an elective class that won't meet some of the basic needs for a Reader-Leader class to benefit the library program. Require a cap for the class and applications. Don't assume that ESL or Special Ed students won't have the skills. I have been more happily surprised by students with so-called "limited skills" and sometimes disappointed by even an AIG student who simply didn't like helping.
Start with a manageable system is obvious to most, but sometimes ambition can set up you for over extending yourself and burnout. Working with even adult volunteers can require a tremendous amount of planning. Think about your schedule and how you intend to manage your "reader-leaders." Will it be an after school club or an elective during which you will also need to work with other classes. Most librarians have worked with individual student volunteers for short extracurricular bursts of time. This works great for basic clerical tasks or modest small projects but does not allow for a sustained "ownership" of their role, nor bigger projects to evolve. Once you have experienced the single helper or even extracurricular club, then consider establishing an elective with a small core group. I spoke to the author of Raising the Bar, Sue Kowalski, who agreed that it is wise to start with a small core before you scale up. Create an application process (with recommendation) and even an interview to be sure you have buy-in from the beginning. Having an elective that is self-selective will go a long way to secure a high level of buy-in and motivation.
Be PROACTIVE! Don't wait to be assigned an elective class that won't meet some of the basic needs for a Reader-Leader class to benefit the library program. Require a cap for the class and applications. Don't assume that ESL or Special Ed students won't have the skills. I have been more happily surprised by students with so-called "limited skills" and sometimes disappointed by even an AIG student who simply didn't like helping.
DOING
From the Practical
Managing the circulation desk (check-in, check-out)
Helping with book processing (Shocking! but True!)
Shelving & Straightening up the shelves
Creating Displays and looping PP for visitors.
To the SPECTACULAR
late October SPOOKY READER'S THEATER
Book Fair helpers, (including creating a video advertisement)
Dr. Seuss Birthday Party (invited primary students to our school / or / go to them)
Poet's Coffee House and Story Slam Spring events
Hosting Author Visit
"Give the Gift of Reading"
Book Bracketology
Return your Books video
Children's Story Book (student authors)
& BEYOND (connecting to school and community)
Working as "reading-buddies" for Special Ed, ESL,
Supporting BOOK DRIVE: our district drive "Wake up and Read"
our local non-profit "READ & FEED" and partnering with
Heifer International on their "Read to Feed" program.
Let's SHARE!
Click share to join a NETWORKING document.
What budgetary and staffing challenges have you faced? What have you done to streamline your program? Self-checkout? Building your PTA relationships and volunteerism? Help Build our SHARED networking document: CLICK SHARE
Part of what motivated me to devise a Reader-Leader corps was simply because I needed help to reach some ambitious goals in the library. I needed help. Once I allowed to put students at the center of the solution I developed a true understanding of the value that students brought to the mission of the library. Don't imagine that you will be working less...as Leading Leaders takes time. BUT you will have a unique opportunity to build your program and engage with students in a way that is unique.
Part of what motivated me to devise a Reader-Leader corps was simply because I needed help to reach some ambitious goals in the library. I needed help. Once I allowed to put students at the center of the solution I developed a true understanding of the value that students brought to the mission of the library. Don't imagine that you will be working less...as Leading Leaders takes time. BUT you will have a unique opportunity to build your program and engage with students in a way that is unique.
"In 2006, my middle school (of approx. 1200 students) had 2.5 full-time certified librarians, a full time media assistant, and a full time technology facilitator. Today... a single librarian is the only one left at the same school." This librarian admits that 80-90% of his time goes to working with technology. The library program with literacy at it's core seems to have been bulldozed in the wake of expensive technology goodies and no support for the multi-literacies that students need in the 21st century ."
Student-made videos by Reader-Leaders
7 Habits of Highly Effective Teens
Research on participatory culture, student leadership in the library, and resources for the solo librarian
Knowledge Quest issue on Participatory Culture Sep/Oct 2012, Vol. 41 Issue 1,
Opening the Space Making the School Library a site of Participatory Culture.
By: Plemmons, Andy, Knowledge Quest. Sep/Oct2012, Vol. 41 Issue 1, p28-36. 9p.
Raising the Bar: Engaging Staff and Students in a Culture of Participation.
By: Kowalski, Sue. Knowledge Quest. Sep/Oct2012, Vol. 41 Issue 1, p28-36. 9p.
I Am, iStaff-A glimpse into the Student Work Force Transforming a School library.
By: Kowalski, Sue. Teacher-Librarian Dec. 2012, Vol 40: 2
Students as library leaders: student team builds leadership skills while helping to battle budget cuts.
By: Lagesten, Carin E. Teacher Librarian. Jun 2007, Vol. 34 Issue 5, p45-47. 3p.
[Unable to access article? Try your local library which might likely have a subscription.]
Knowledge Quest issue on the Solo Librarian Nov/Dec 2011, Vol. 40 Issue 2
Knowledge Quest issue on Participatory Culture Sep/Oct 2012, Vol. 41 Issue 1,
Opening the Space Making the School Library a site of Participatory Culture.
By: Plemmons, Andy, Knowledge Quest. Sep/Oct2012, Vol. 41 Issue 1, p28-36. 9p.
Raising the Bar: Engaging Staff and Students in a Culture of Participation.
By: Kowalski, Sue. Knowledge Quest. Sep/Oct2012, Vol. 41 Issue 1, p28-36. 9p.
I Am, iStaff-A glimpse into the Student Work Force Transforming a School library.
By: Kowalski, Sue. Teacher-Librarian Dec. 2012, Vol 40: 2
Students as library leaders: student team builds leadership skills while helping to battle budget cuts.
By: Lagesten, Carin E. Teacher Librarian. Jun 2007, Vol. 34 Issue 5, p45-47. 3p.
[Unable to access article? Try your local library which might likely have a subscription.]
Knowledge Quest issue on the Solo Librarian Nov/Dec 2011, Vol. 40 Issue 2
Joyce Deaton is a middle school librarian at Carroll Middle School in Wake County, North Carolina.
You can visit her school website at www.infoninja.weebly.com.
You can visit her school website at www.infoninja.weebly.com.