Assignment+6

Assignment # 6 Final Reflection

__The Job Offer __
I'm going to start at the beginning, the only logical place for me. I have been teaching for 22 years in Saanich School District 63. As well, I attended Kindergarten through to Grade 12 here. Saanich is a small, progressive, supportive district. I feel very much at home here and part of the community.

In July of 2011, after 22 years of primary classroom teaching (the last four years in combination with Reading Recovery), my principal proposed I apply for our suddenly vacated library position. His reasoning was that it was the perfect fit with my Reading Recovery training, Master's Degree in Early Literacy, and that it would solve my 'revolving door' of classroom partners (I had three different teaching partners in the 2010-2011 school year). He felt I was already a 'grass-roots' leader in our school and this would formalize my role. I was immediately scared and excited at the same time. My principal checked with the board office and our local union to make sure it was okay. I was told I would have to take three library courses over an unspecified period of time. I contacted both my union and my board office personnel to ensure it was on the 'up-and-up'. I can truthfully say I am glad I had the courage to embark on this journey.

I began the process of looking into UBC and U of Alberta. I was disappointed that I had to go back to school-I began my Master's Degree at UVIC when my daughters were 2 and 4 and completed it when they were 5 and 7. I really had no intention of ever going back to university. It took a lot of thinking and reflection to accept that further schooling was a must do!

The summer was spent ordering transcripts and applying to UBC and updating my computer. September came and our school had undergone a major renovation so I had the messiest library I have ever seen. As well, the former librarian was not organized or neat and did not engage in much weeding. Luckily, the library tech knew what was going on.

I began in the library office in the third week of August. I threw out eight file drawers full of old, smelly files and two drawers of moldy books used as examples of how not to treat books. I threw out outdated equipment, hundreds of old magazines, old supplies (bags and bags of rotten elastics and old tape). I filled up a dumpster just from the small library office. No one even knew there was a sink in there. The office is three times as big as I had thought it was!

In September I realized that the library was housing materials that belonged in our Book Room and Science Room across the hall. Both of these rooms were filled to the ceiling and you couldn't walk in them. These took many dumpster loads and much frustration to clean out. I was then able to move the guided reading books and the science supplies into their proper rooms.

At this point my understanding of a library and my job as a Teacher Librarian was to clean up and throw out junk. Basically I was cleaning and sorting the junk from the good, labelling, getting shelving made and making the library office habitable. I was dealing with a huge population of 'silverfish' that was disgusting. I had shelves built, donated thousands of resources and freed up space around our school. The smell improved in our building. It was at this time that I realized my principal had picked the right person for the job. I was enthusiastic, motivated and more energized than I have been in years. I knew I could do this job and do it well. I was going in every weekend to try and make the cleaning process go faster. I knew I had to get my library work space 'beautiful' before I could work on the actual library.

Imagine my surprise when my local Teacher Librarian's Association began the process of filing a grievance against me. There was a Teacher-on-Call who had some library courses and felt she was entitled to the job. She was unemployed and thought this would be her in to a contract. I know this woman and she is a lovely person and a great teacher. I was mortified. I went to my first local library meeting and the president was hostile towards me and made it clear they were fighting to get me out of the position (I had just begun this course)! When I saw the candidate I apologized and explained that my principal, the board office, and our local association thought we had followed all of the proper procedures. She had not informed anyone that she had any library qualifications. In the end, she was given a classroom job and they dropped the grievance. I was so embarrassed. The president of our local library association has since been gracious and accepting.

Coursework Begins
This was a very challenging time for me. I had so many technical difficulties with every aspect of the course-mainly because it was my first on-line course. It was school start up and I didn't have a clue what my role as Teacher Librarian was. My principal told me to keep focusing on getting areas cleaned out to improve my workspace. I wasn't working with children during my Teacher Librarian time and I felt quite guilty that I was not in front of children. I had spent my last 22 years directly providing service to children.

The first assignment was directly in line with my school focus of cleaning out the Science resources (located in three different rooms). At Sidney School, I could not just focus on Grade Two Science, I had to do the whole K-5 Curriculum in order to be effective. I consulted the teachers about compiling all of the science resources into one room and onto Grade shelves and then into curriculum topics. Teachers were excited and I felt I was doing a job that would benefit the teachers ease in using these resources. Teachers were constantly coming up to me and saying things like, "I didn't know we had this". Teachers were asking me for resources and I could get my hands on stuff!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Almost every single thing I read in this course was new and inspiring to me. I had piles all around me: lists to do at school this week, monthly goals, things to tell my principal, articles to e-mail my staff, notices to put in our school newsletter, enquiries about my library website (I didn't know it existed), what is ERAC, Web 2.0, jobber? My head was swimming and I quit sleeping at night. I had literally not been this excited about anything in years. My stress was huge because I wanted to do everything all at once and really well. I was so thankful my district had guidelines that require Teacher Librarians to get coursework. I knew within one week of this course that it was desperately needed by me and by my school.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Understandings of Teacher Librarian and Library
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Bishop, 2007, was helping to shape my philosophy as to what a library is and what my role as a Teacher Librarian could be. I love the terms, 'Media Center Collection' and 'Media Specialist'. Bishop defines the collection as "a group of information sources (print, non-print and electronic) selected and managed by the media specialist for a defined user community (students, faculty, and sometimes parents in a school)" (p.1). It has never occurred to me that electronic sources would be part of the collection. I was having these little flashes of insight into how much I really didn't know and how thankful I was to be in this course. I loved the idea that I would become an information specialist, helping students and staff alike find the resources they need. In the past, as a classroom teacher, I hardly ever used our library. I just bought my own resources.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Bishop furthered my understandings with profound statements about the collection: "The value of a single item must be viewed in relation to other items in the collection" (2007, p.2). How could I do this when my collection had 20,000 items in it? I spoke with many Teacher Librarians who assured me it would take me three years to really learn my collection and that the single best thing I could do was to weed. Well, I had certainly already begun that process. As I weeded I could see that we did not need certain items because we had other items that were far superior. My understanding of how to weed naturally evolved in those first desperate weeks and I will elaborate more on it shortly.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The concept that the physical collection is only just a starting point as children and adults search for and use information (Bishop, 2007) really scared me. We had six computers in our library and not one staff member or student knew how to log out of library circulation and log onto our school computers (I have had my district technical support person come out for three afternoons already this fall to help me). Nobody had ever used our library for our ERAC databases or for on-line searches. Everyone thought they were just for book circulation searches! This really surprised me and I felt it was my job to fix this misconception. "The ultimate purpose of collection development is to make materials accessible to users" (Bishop, p. 14). I advertised our library website in our school newsletter every month for the families and e-mailed the teachers about our ERAC bundle. I personally have been asking parents if they have tried it at home. I show students the library website and ERAC bundle whenever I get a chance. I was slowly but surely getting the ERAC bundle out to our patrons. Even now, when I ask some teachers they still don't know what I'm talking about! It is going to be a slow process but I am going to educate each teacher and student at some point.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Accessibility with books made me feel a little sick when reading Bishop's above mentioned point about materials being accessible to users. My biggest concern was in the stacks-you could not get one book off the shelf without ten other books joining it on the floor. There were no easels for book display or room to show book covers. I knew I had to get weeding but had not read that far in the course. I began weeding based on my own criteria (coffee/liquid stains, torn pages, bad smell, older than 1980, more than three copies, generally horrible book). I then had my Library Tech confirm my decisions and begged the staff to come look at my culling choices every couple of days. This is how I deselected 2000 books in the first few weeks of school. It made a huge difference to the stacks at the time.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I had a major moment of clarity when reading Asselin and others work: "The major outcome of library programs is to develop students who are information literate" (2006, p. 4). My job is to help students so they can work independently and collaboratively to solve problems. I was starting to get that I was to help them to find and access information from a variety of sources, not just books. That my library was to be a "centralized collection of learning resources" that "give all youth an equal chance to develop awareness and appreciation of our cultural heritage" (Asselin et. al., p. 8). This really resonated with me as we have such a broad range of socioeconomic diversity and multiculturalism in our families. I liked that my library could even out the playing field; provide equal access to all.

<span style="font-family: 'Comic Sans MS',cursive;">Community Awareness
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">As I have lived and worked in my community my whole life I felt I had a pretty good understanding of what resources, partnerships, and businesses were available. Quickly I realised that many of these potential resources had not been developed. The first thing I set up were field trips for every single class to walk over to our public library. Our local public library is a four minute walk and is a huge supporter of our community. Each student that didn't have a library card was given one and most students took out books. Our public librarian gave 30 minute talks/tours to each class and then they had 15 minutes to choose books. She even opened the doors an hour early for the classes. I received lots of positive feedback from teachers, students and the librarian. Most teachers want a full hour in the library next time. Many teachers are going to take their students every month. Formerly, the public librarian came and did talks at our school twice a year. Everyone involved felt this was a much more valuable experience. Getting books in the students hands started the cycle of circulation. The Public Librarian has noticed a large increase in circulation. I organized all the forms and the times and teachers were grateful for that. I felt like a leader and a Teacher Librarian.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I am just in the process of arranging visits to Shaw Ocean Discovery Center. We are in partnership with them for our Sea Aquarium that is going into our library in February. I look forward to this partnership evolving over time.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Library
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I examined our library schedule (which was set up by the tech in September) and discovered that we had a mixture of fixed and flexible scheduling. I was pleased with this but I will want to set this up next year so that I can be in charge of book circulation in the primary grades. I want to teach the younger students how to find and access information. I will hopefully have more signage and pictures to help them next year. I have the local secondary schools making me wooden book dividers that I can paint and label, a parent who is an artist is making me large pictures of picture-book characters, and I am collecting stuffed animals that are in children's books (Skippy-Jon-Jones, Franklin, Chester, etcetera). All of these items are to help me to help the patrons access the resources in our library. Bishop gave me so much to think about: orientation sessions, online databases, booktalks for classes. There was no time in my schedule to be with classes and this I am currently changing.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I had never thought about the program I would deliver-mainly because this is all so brand new to me. Bishop states that, "effective media center programs are dependent on a collection that is responsive to the needs of students and teachers and is integrated into the curriculum through resource-based instruction of information literacy skills" (2007, p. 31). My program is just starting to form and develop. I have begun an inquiry-based project with a Grade Five teacher and her class and I think we are going to apply for Priority Funds through our district to help us find some time to plan. I have begun using my skills as a Reading Recovery teacher to help reluctant readers choose books from our library. I am currently working with ten students from five different classes. I am working individually with them for around twenty minutes in the library once every two weeks. Helping get books into reluctant readers hands is an area I would like to further develop more formally. Bishop's ideas are directly in line with my ideas on attracting clients to the library (2007). Bishop says to have book talks, book recommendations and book discussion groups to name a few. This also is helping me to learn specific sections of our library more thoroughly. These reluctant readers are going to help me to make a book review display in our library.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">When reading Asselin and others (2006) work I was nervous that I must be competent in planning and teaching different information handling skills to both teachers and students. I have never felt particularly computer savvy and now I am supposed to be an expert? My information accessing skills have improved dramatically and quickly and I feel quite confident navigating our school home page, updating my library page and showing both staff and students how to use our ERAC bundle. This is still an area that I continue to grow in and that I am actively seeking improvement in. My local teacher librarians are going to help me to set up a book review blog on my website and show me how to post our inquiry-based projects on our website. I am learning how to be competent in these different information accessing modes.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Collection
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The website on collection mapping by eduscapes (2010) helped me to examine the quality and quantity of my Grade Two Science section of the library. I felt it really helped me to show the strengths and weaknesses of my collection and this helped me to see future directions for purchasing decisions. I really enjoyed making a table which showed where our resources were. My instincts seem to be right on in many cases. For example, every time I cleaned out an area I asked for teacher input. "Teachers must have a voice in collection development" (eduscapes). I asked for the teachers opinions and listened to their suggestions. My map gave me a tool that I could talk to the administration and teachers about.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Bishop asks us to compare our collection to a recommended list. I used our BC IRP recommended list and was surprised that we had very few of the suggested resources. I was also very pleased with the quality of the resources we did have. I feel teachers do not know what we have because over half of the science resources I found were not cataloged. I would like to make lists of what is available for every science topic to make it more accessible for teachers. I do not know whether I am going to try and catalogue the older stuff or just focus on new purchases.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">When thinking of ordering items, my thinking has shifted considerably. As I am new to purchasing, the only thing I had considered before reading Bishop was to look at a book and think 'Oh, I like this'. I had not looked at that item in relation to the collection. In terms of selection, Bishop recommends, "broad considerations govern the evaluation and choice of a single item" (2007, p. 59). Bishop gave me concrete criteria to base my decisions on:
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">author-qualifications and credibility
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">appropriateness of content to users
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">scope-overall purpose and depth of coverage
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">authenticity-valid, reliable, complete, current, timely
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">treatment of subject-length
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">instructional design-clear, logical
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">special features
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">materials available on the subject
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">value to the collection

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Needless to say, the books I picked up in the summer because I loved them were watercolour picture books that I am completely biased towards. I felt quite sheepish even though I still love them and think they are good choices. One of them we already had. Whether we needed them in our library I am not so certain. Martinez made me more aware that my bias could be a problem. "It's very important to be aware of your own personal preferences and prejudices when ordering books to make sure that you're really serving the community and keeping their best interests at heart" (2010, p. 1). Installing the suggestions box has helped me to see what the students and staff feel is needed and valuable.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Asselin, 2006, gave me a lot to think about in terms of access to our library. Our library has no staff in it for forty minutes every morning and all morning Friday and a half an hour Friday afternoons. I make a point of being there forty minutes before school starts, forty minutes during lunch, recess break and at least forty minutes after school. I have made up a friendly sign that I put up when no one is there, telling patrons when to come back and see us.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Physical Considerations
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I have learned how to use the circulation computer so I can help check out books and do searches. The physical space has been a huge issue. It was previously set up for 24 adults at four large, high tables (basically for staff meetings). I have now got three elementary height tables, eight elementary chairs, 12 stools, one preschool table with three small chairs, one table to display 'wonder' objects of nature, five benches with cushions and one large library carpet (blue with a border of books). I have 24 clipboards and pencils, scissors, colours and rulers. I have purchased 40 book easels to display books and call them 'bait books'. We are constantly refilling these easels and the staff and students immediately go to them. I have also purchased several metal spinning racks to display novels, 70 plastic magazine holders for magazines and levelled books. I am labelling everything large and clear. We have experienced a huge increase in circulation of certain items because of these new displays. The library looks like a child-friendly, workable space now. I have removed a huge stack and respaced the remaining stacks. I am increasing signage and have installed a suggestion box-I did this before reading Bishop's "providing a materials suggestion box at the circulation desk" (2007, p. 55) is an excellent way to get students and teachers input. I put up beautiful foam letters showing where picture books, non-fiction books and novels are located. I made a new modern sign in the hallway for the library. We will be getting a document camera and projector shortly so we can teach searches to large groups (and ERAC sites, websites, etcetera). I have so many more plans that my head is always spinning...and the to do list continues to grow.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Collection Evaluation
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">"If students are to become problem solvers, decision-makers and lifelong learners in an information rich environment, they must be provided with resources that are relevant, reliable, accurate and up-to-date" (Moore, 2011, p. 1). This is where our library falls dismally short. It is completely full of out-of-date resources. I just weeded a small section and found forty books under 1970, one was 1949! Now I have to do on-line searches to make sure some of these books are not valuable.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">As we approached this section of the course I was relieved to be getting into the library collection. I agree with Franklin and Stephens (2009) in that you can look at your collection in several ways. I generated data through our L4U system and this gave me general numbers about our collection. It also increased my ease and expertise on this program. It was hard to generate circulation statistics and age of books. Collecting data from the teachers was challenging as the same teachers were always the ones to respond to my surveys. I wasn't getting a picture of the whole school. Physically looking at each section was definitely my personal preference. I thoroughly enjoy going through a shelf and opening books. "Library media specialists who constantly evaluate the collection, both formally and informally, survey students and teachers, and keep abreast of standards and curriculum, can build a collection that meets the needs of all users" (Franklin & Stephens, 2009, p. 45). One of the first things I did was print off a condensed version of the K-5 curriculum guide and put it on a ring on my desk. That way I can be informed and sound informed when I'm discussing our collection with the teachers. It helps me to know what is currently curriculum for each grade level. "A major purpose of the collection is to support the school...the wide range of instruction programs and practices in a school creates demands upon it media collection" (Bishop, 2007, p. 179). Our school runs a Red Cedar Book Awards program that costs over $1000.00 in books and our teachers use Adrienne Gear's Writing/Reading Power books which require picture books (over $500 a year for several years). These are two very expensive programs that practically deplete our library budget. That being said, these are heavily used and greatly appreciated sections of our libraries.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Weeding
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">By far, my favourite thing to do is weeding! I Absolutely love the term 'deselection'. I did not know that weeding could be political or that some people don't want you to do it. I was oblivious to the fact that some people do not want me throwing out books. I am a naturally clean and organized person at home...one thing in, one thing out... if it is not beautiful or useful, throw it out. I enjoyed your top ten list on weeding in the podcast. I'm not throwing books out, I am removing or de-selecting books. "When in doubt, toss it out." Great little mantra when I'm not sure what to do. I still run many of my weeds by staff members when I am not totally sure. The partially full shelves is very real for me. Most of my shelves were 100% full. "Poorly weeded collections are not the sign of poor budgets but of poor librarianship" (Johnson, <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">2007, p. 15). Now I have many shelves that have room for 'bait' books. The space looks cleaner and more inviting. I am glad that weeding is considered my professional responsibility. I quote from my library handbook (to any patron who will listen) all the time that an "exemplary school library program" is one where "outdated and worn materials are consistenlty discarded by the teacher-librarian, according to guidelines generally accepted by the library profession" (2004, p. 6). I entice teachers and students into the library all the time with the 'treasures' I keep finding. Any chance I get I lure a patron in and show them what I am doing. Everyone knows if you can't find me, just look in the stacks.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Before I even came to this section in the course we were giving our deselected books to Compassionate Warehouse, 1,000 Books and local students. The Ministry of Education (Bradbury, 2002) document states that we should use options that include donations to agencies, recycling and shredding. One of my Teacher Librarian colleagues mentioned to me that I should make sure I am not giving my 'dirty book problems' to someone else for them to handle. I definitely did that in the early fall, now I just recycle anything I do not think should be used anymore. I am a little embarrassed about some of the poor-quality resources I donated. I was definitely passing my book problems onto someone else. "Giving deselected materials that contain inaccurate information to classrooms or community organization is not ethical" (Bishop, 2007, p. 173). The learning curve with this job is straight up! Every thing I read and learn makes me thankful I have been in this course at this beginning stage of my Teacher Librarian career.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Weeding has been crucial to me in learning my collection. Whenever I am helping a child or staff member find a resource, and I come across materials that needs to be deselected I take it out right then and there. I tell whoever is with me why it is coming out (to keep them informed). I do believe, like Allen, that, "unnecessary or outdated materials weaken a collection" (2010, p. 32). I see this first hand when I try to help a child find a book on dogs and we have over 75 books and more than half of them are horrible. It is frustrating looking through all that junk. I weed right then and there with the students when that happens. "Students cannot efficiently find quality information if outdated, wrong, or poorly presented information is overcrowding your library shelves" (Allen, 2010, p. 32). Half of the time I can't find what I am looking for so I know the children are struggling, too. As well, we have many resources catalogued in two different spots because of the amalgamation of the two schools six years ago. That is highly annoying. Bishop agrees that "inappropriate or missing catalogue subject-headings can also inhibit access to resources" (2007, p. 165).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">In my office, I have printed off the MUSTY and CREW guidelines for weeding that Dickinson refers to in her article (2005). She says to "make weeding a continuous part of the administratie routine of the library" (p. 24). I have followed her guidelines and I do it for small sections for a small amount of time and I individually look at all the books. Then I have my library tech check to make sure they are not circulating and then we delete and pass on to the above mentioned places. I weed once a week-that is enough-it creates a lot of work in deleting from the system and then physically getting rid of the resources. I am allowing the students and teachers to help when necessary but strongly believe as Bishop does that "teachers and students can assist in both the weeding and inventory of a collection, but a media specialist should supervise these procedures" (2007. p. 127). I feel that too many people can make the work more onerous so I only call in teachers for the decisions I am having trouble with. I do it in small amounts now so I will have the stamina to continue to weed all year long!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I feel like I am naturally really good at weeding-probably in part because I did not purchase any of the resources I am deselecting. This course has given me the language and the permission to do it as part of my professional responsibility. Bishop believes that we must remove "outdated and unused materials" from the library (2007, p. 121). I am to remove items that are no longer valid, used or are worn out. Baumback and Miller refer to weeding as selection in reverse and that our libraries "must be sources of current, dynamic, curriculum-related information for today's students" (2006, p. 2-3). I am also taking their advice and weeding sections that are currently being used (Halloween, Thanksgiving, Christmas). I also pick shelves that are really bothering me at random and shelves I am helping children find books at. I am seeing progress in my library and I keep a list posted in a prominent place in my office where I add the sections I have weeded and the date it was done.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">It is hard for me to ask for more money for our library when we are bulging at the seams with resources. I will be able to "provide a better case for budget increase when the collection looks lean" (Moore, 2010, p. 2). Another good reason to keep weeding.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Library Handbook & Policies
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Issues such as censorship and intellectual freedom I had never given any thought to. I am so thankful to know my district's procedures if a book is challenged-to not take it off the shelf until proper procedure has been followed. I have shared our district policy with my administration and teachers and feel comfortable I could follow the plan already in place. Our Library Handbook (Bunyan, n.d.) is useful and I would not have taken the time to really read it if not for this course.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">After reading Adams' article on overdue books, I enquired about our policy. There is nothing formal in place. Adams charges, "the most damaging is barring students from checking out library resources" (2010, p. 48). Bishop, 2007, maintains that we keep the library circulation policies positive, not punitive. Sure enough, in our library, some children were not allowed to take books out because they had lost books and not paid for them the previous year. I had two families come and see my after school in tears because of this. I went into L4U and cleared that up and they have started fresh and have been consistently returning their books on time. I have another child who takes out books but won't take them home. It is too stressful for him as he lives in two different places. He seems content to enjoy them at school. At this time, we have several students who prefer to keep their library books at school. I have had to talk to both teachers and my library tech about our policies. They were definitely punitive and some colleagues wish to keep them that way. Change is not always easy or fast.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Articles
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">One of the best things I have learned from this course is how to search UBC's databases. I love the articles I have read and I have found many others I have enjoyed as well. I have made a folder in my shared folder at school with titles I think the teachers will be interested in. I e-mail teachers and tell them about the articles I think will be of interest to them. I found one article stating that every librarian should be a reading teacher, too (this made me feel good as a trained and practicing Reading Recovery teacher). I passed on an article to my principal that outlined good read alouds for principals. I will be subscribing to School Library Journal next year.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Inquiry Learning
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">This is the 'buzz' word for our district. The Friese article helped me to develop some basic understanding around this terminology. She describes it as "seeking information on topics of curricular and personal interest" (2010, p. 14). Friese further states, "in the inquiry process, students use a wide variety of resources to develop questions, collaborate and construct new knowledge that is both meaningful and authentic" (p. 14). My local librarians' association have just begun a book club on inquiry learning in which I am participating.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Acquiring Resources
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I love purchasing books! I learned so much about professional reviewing sources, jobbers, blogs, publishers and bookstores. I made a consideration file that is real for our library and feel that I am learning to keep my options organized. When I first started reading about professional reviewers I felt a little sick. I always have just gone to a bookstore and sat down and read/looked through books. I was so pleased to read "the ideal way to select resources for your media center is by personal examination" (Bishop, 2007, p. 52). Looking through boxes of books that jobbers send me is also a personal favourite. I let some classes and teachers help me and everyone feels a great sense of ownership towards their library resources. "Previewing is an effective way to involve students and teachers in the selection process" (Bishop, 2007, p. 54). Again, I had done these things before reading about it and that made me feel good that I have natural instincts as a Teacher Librarian. I would run up to my principal and tell him I had done it before I knew I was supposed to. He is so supportive and it confirms his instincts of putting me in the library position.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Promoting The Library
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Promoting the library and the collection is something I'm just learning how to do. Here are some of the things I am currently doing:


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">advertise new & old resources, new furniture and changes in our monthly school newsletter, the library bulletin boards and the website
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">put signs in the hall, "Have you checked out our new benches...?"
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">maintain and change the library website every couple of weeks
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">two shelves in two different areas showcase new resources
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">theme books are prominently displayed on one large shelf
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">bin at circulation desk of new teacher resources
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">at the suggestion box I display their paper request with the newly purchased book, showing them that their opinions count
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">signage is up at computers teaching patrons how to get to the ERAC bundle
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">displays in hallway advertising our new Sea Aquarium coming in February, Red Cedar adult contacts
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">teachers, CUPE and volunteers each read a Red Cedar book, we took their picture and put a speech bubble with it telling students when and where they could see them (this was called the adult contact for a particular book). Then we did a huge Grade 4/5 book launch where these contact readers presented their books in interesting ways. My principal said he has never seen staff and students equally excited about the same thing. We had 64 students sign up to participate in the Red Cedar Book Awards Program.
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I hold meetings for the teachers when we get a large order of resources in
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">every time someone walks into our library I show them something new or exciting

<span style="font-family: 'Comic Sans MS',cursive; font-size: 20px;">Multicultural Resources
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Every time I learn something new that I believe will pertain to a particular teacher, I talk to that teacher personally. For instance, when I learned about the International Children's Digital Books website I personally shared it with our English as a Second Language Teacher before the rest of the staff. I felt like learning how to assess a multicultural work is a very challenging process...but at least now I have some guidelines. The readings have made me very aware that I need to see what we have to make sure my ESL students don't feel invisible. Agosto purports that "a collection that represents the perspectives of a range of cultures can serve as a form of advocacy on behalf of students from minority backgrounds by making them feel included" (2007, p. 27). I have begun to see what we have (and what we lack) that pertains to our ESL population.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">This is an area where my ESL teacher and I will work closely together. He has over twenty years of experience with ESL children and loves to collaborate. I will show him Agosto's (2007) article and we will use her five criteria to evaluate resources with: <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">1. Accuracy <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">2. Expertise <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">3. Respect <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">4. Purpose <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">5. Quality

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">It has never occurred to me that if a minority student did not see themselves represented in resources that they may not feel included in the community or the school. In my small six-member newspaper group that I work with, four of the children are from different cultures! "It is the Teacher Librarian's duty to create a culturally tolerant and accepting library collection and library environment to promote the acceptance of individual differences throughout the student body" (Agosto, 2007, p. 28). Furthermore, by exposing and providing children with good quality multicultural resources, a Teacher Librarian "can teach students that there is often more than one truth and that one's conception of truth is often culturally influenced" (Agosto, 2007, p. 28). We teach virtues as a whole school and these ideas are right in line with the virtues of acceptance, tolerance, truth and understanding. Multicultural resources are in need of a collection evaluation!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Primary Focus
<span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">My focus this term was primarily on the physical space, weeding and purchasing. I had no idea how to thoughtfully purchase, weed or plan. "A true media program...a vital combination of resources, curriculum, activities and professional expertise that help students acquire not just information, but the skills and judgement to make good use of that information" (Johnson, 2007, p. 4). I feel I am refining my 'gut-level-instincts' through my newly acquired knowledge. I am not at the level Johnson refers to nor will I be there soon. What I lack in knowledge I make up for in enthusiasm towards my new job and experience as a classroom teacher.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">I know this year will not look the same as next year. The focus has to be on getting the library cleaned up and cleaned out. The patrons and I need markers and tools to help us to locate items. Organization is crucial at this point. We will not do inventory this year as we feel (my tech and I) that next year will involve a lot more finer deselecting...We want to focus on culling and cleaning and keeping books in circulation the whole school year.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Future Directions
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Webb and Nero helped sum up my vision of what I want our library to be. A place where students and staff "use the library as the first stop for discovering information and locating resources" (2009, p. 19). My families and families of Strong Start (our birth to five-year-old free preschool in our school) come in to the library starting at 8:00 a.m. and sit and look at books with their children, before school starts. This makes me so happy that they feel the space is welcome enough to enjoy. They are my youngest clientele and I want to hook them early.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">There are many things I am still working on. I am wondering if I will ever truly get this library weeded. The task is onerous, dirty and time-consuming. I am begging the school district to install adequate lighting in our library because it is old and dark. I want my top shelves of all my wall stacks to be angled for display books and I don't know who can help me here. I will work on getting two more benches and more chairs. I need a rolling book display cabinet. I need at least 40 more book display easels.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I am going to put a survey out to the staff showing them my schedule and offering up time slots and possible ways I can work with their students or they can offer up ways I can work with their classes. I want to become indispensable to the staff and the students. I am terrified of library time being cut again.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I am currently working on surveying the staff about their thoughts on the library resources: needs and wants, areas of strength, areas of weakness, how to shift to more audiovisual, web-based learning...

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">I have had many highlights throughout this course. One key learning for me is that, indeed, I do need library coursework in order to be an excellent Teacher Librarian who can run an exemplary library. Every single aspect of this course has been extremely useful to me as Sidney School's Librarian. Another important confirmation for me is that this is a great fit for me. I can see the BIG picture of community and school and how my library can become an integral, 'heart-of-the-school' place, eventually a learning commons. I am organized, energetic, flexible, and friendly-good personality traits for a very public job. I have the years of classroom experience that my colleagues respect. I have the intensive Reading Recovery training that allows me to help all readers. I am an avid reader and writer myself and have raised two readers and writers. I have learned how to do my budget on a spreadsheet, apply for priority funds, grants, write thank you letters, etcetera. I am truly grateful that this was first course back after an eleven-year absence from University. My struggle was well worth the gains.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">References
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Adams, H. (2010). The "Overdue" Blues: A Dilemma for School Librarians. //School Library Monthly//, //26// (9), 48-49. Retrieved from Library, Information Science & Technology Abstracts with Full Text database.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Allen, Melissa Weed 'Em and Reap: The Art of Weeding to Avoid Criticism. <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">// Library Media Connection //, 28 ( 6), ( May / June 2010 ) p. 32-3.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Agosto, D. (2007) Building a Multicultural School Library: Issues and Challenges. // Teacher Library // 34 (3), p. 27-31.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Asselin, M., Branch, J., & Oberg, D. (2006). Information Literacy: Standards for School Library Programs in Canada. // Canadian Association for School Libraries //, Ottawa, Canada. .

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Bishop, R (1990). Mirrors, Windows, and Sliding Glass Doors. //Perspectives: Choosing and Using Books for the Classroom.// The Ohio State University. (6) 3 Summer.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Bradbury, V. (2002). Evaluating, Selecting, and Managing Learning Resources: A Guide. //<span style="font-family: 'Comic Sans MS',cursive; font-size: 16px;">British Columbia Ministry of Education. // Province of British Columbia.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">British Columbia Ministry of Education Curriculum Package (2010). []

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Bunyan, G. and others. (n.d.). School District 63 (Saanich) Library Handbook.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Dickinson, Gail (2005). Crying Over Spilled Milk. //Library Media Connection//, 23 (7), p. 24-26.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">eduscapes.com/sms/program/mapping.html (2010). The School Library Media Specialist.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Franklin, P. & Stephens, C. G. (2009). Use Standards to Draw Curriculum Maps. //School Library Media Activities Monthly//, 25 (9), p. 44-45.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Friese, E. (2008). Inquiry Learning: Is Your Selection Policy Ready?. //Library Media Connection//, 27 (3), 14-16. Retrieved from Library, Information Science & Technology Abstracts with Full Text database

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Johnson, D. (2007). //Budgeting for Mean, Lean Times//. Available online at: <span style="color: #2b44c2; font-family: 'Comic Sans MS',cursive; font-size: 120%;">

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Martinez, M. (2010). The collection isn't yours: Balancing personal agendas with library agendas. //LIScareer.com: Career strategies for librarians//. Available from:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Moore, J. (n.d.) //Guidelines for Collection Evaluation and Weeding//. Retrieved April 8, 2010 from

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Webb, P. & Nero, M. (2009). OPACS in the Clouds. //Computer in Libraries,// 29 (9), 18-22. Retrieved from Professional Development Collection database.