Not quite burned out but crispy around the edges OR how to get back to the job you love

The other day someone said that January is turning into another October, and if you're in the school business I probably don't have to explain what that means.  It's nuts around here!  Take that crazy busy-ness, add in a dose of winter blahs, and you may be feeling a little stressed.

This put me in mind of the fabulous title of a book Sharon Draper has written for teachers, Not Quite Burned Out but Crispy Around the Edges.  Draper came to our community-wide book festival a few years back, and teachers and kids alike loved her.

I also read a great article from the January/February 2011 Library Media Connection a couple of days ago called "Avoiding School Librarian Burnout: Simple Steps to Ensure Your Personal Best."  Author Margaux DelGuidice does an awesome job of offering ideas, and I would encourage you to read what she has to say.

Ditto for "A Refreshing Conversation" by Thomas R. Hoerr in the March 2010 Educational Leadership (Thanks, Carol!)

So with thanks to Draper, DelGuidice, and Hoerr, below are a few tips on coping with burnout:

1.  What do you love about your job?  Choose a couple of things and focus your time and energies on them, especially while you're feeling stressed.

2.  Slow down.  I know.  Like this is going to happen.  But you can start small.  Instead of race walking to the bathroom, walk at a normal pace.  Breathe while walking.

3.  Eat lunch.  Honestly, will it make a giant difference if you eat your sandiwch while standing up? Even on the busiest of days you can take five minutes to sit down, rest your feet, and actually chew your lunch.

4.  Cut down on multi-tasking.  Admittedly this is about as futile as limiting sugar intake, but try multi-tasking only on the little things that don't really matter.  With the important things such as helping a student find a book he will enjoy, focus your full attention.  Both of you will benefit.

5.  Cultivate relationships.  The few seconds it takes to stop and chat with a friendly co-worker will not only lower your blood pressure but could be the basis of a new collaborative effort.

6.  Mix it up!  Do new things OR do old things in new ways.  I have a friend whose new year's resolution is to do 11 new things in 2011.  My dad occasionally writes with his left hand just to work out the other side of his brain.

7.  Put at least one thing on your Stop Doing List.  Really.  Just let it go.

8.  Don't mix work and your free time so much.  Is it a self-imposed deadline?  Go home and complete the task when you're feeling fresher.

9.  If you must take work home or stay late, give yourself a little reward for being so good.  You deserve it!

10.  Step back and remember why you love what you do.  You make a difference!

Are we speaking the same language?

My grandsons both received little remote control helicopters for Christmas. One of them worked really well for about ten minutes before it began to fly erratically.

When I began to troubleshoot the problem, I noticed this message printed on the plastic blades, "WARNING. If blade damage, don't be fly, otherwise it will create the human body or airframe damage."

Um, ok.

I laughed about this for a while, and then it reminded me of a person with whom I used to work.  I never quite figured out if it was me or if it was her, but honest to Pete, even though we both spoke English, I never quite understood what she was trying to say.

It wasn't a fluency problem or a literacy problem, but a communication problem.  I simply didn't get what she was saying, and I had no idea why.

Every time I got an email from her or listened to what she had to say in a meeting, I ended up just shaking my head and thinking, "Huh?"

But that was the end of that.  Even though it would have helped my cause in the long run, I never bothered to work through our lack of communication.

Looking back, I think the first step would have been fairly simple.  I should have said, "It's important to me to understand what you're saying.  Do you mean...?"

This would have not only validated what she was saying, but would have also provided clarification.  But in not doing this, I missed an opportunity to advocate for the library.  I didn't create a relationship that could have been potentially beneficial.

Are there teachers or administrators with whom you'd like to improve communication?  If you can take the first step toward that process, I think you'll find that it may benefit your library.  And what helps your library helps your kids.

For the kids, take the time to speak the same language.

Yeah, do it for the kids!

My grandsons and I were doing some last-minute Christmas shopping a couple of days ago. Traffic was crazy, and one driver, impatient with the person in front of him, honked loudly.

"Geez," I said, "give the guy a break. It's Christmas!"

"Yeah," chimed in Jake, my six-year-old. "Do it for the kids!"

And when you think of it, that pretty much sums up a great library philosophy. Thanks for the reminder, Jake.

How to write a proposal OR a lesson from the scouts

As crazy as it sounds, it's already time to start thinking about next school year.  Almost as soon as we get back from winter break, budget requests and summer professional development plans will be due.

As you begin to plan for next year, you may be asked to write a proposal.  Maybe you want to ask your administrator for something significant.  It could be permission to implement a big, new school-wide program.  Or maybe it's money for an online reference package or downloadable ebook system.  Possibly it's consideration for your library to be open a few additional hours each week.

If what you're asking for is small, a quick email or even a casual word in the hall may be enough for your administrator to give it a thumbs up.  But if your plan requires a good deal of money or would have an impact beyond your campus, you may be asked to formalize your request.

And that's where the scouts come in.  You need to be prepared.

If you missed the scouting experience or simply want a little push to get started, I'll offer a few proposal pointers.

General tips:

*Limit your proposal to one page if possible.
*Choose standard 10-12 pt. font in blank ink.
*Use simple, direct wording and a professional writing style.
*Spell correctly and use correct grammar.  Ask for savvy friends to edit your work.
*Pull out a compelling quote, idea, or intended result in a text box for emphasis.
* Follow the chain of command by submitting the proposal to your direct supervisor.
*Submit your proposal electronically so your administrator can easily forward it on if needed.
*Be prepared!  Think like an administrator and answer objections before they arise.

Specific structure:

First paragraph--introduction
*Succinctly state the purpose of your proposal. 
*Be brief and specific.
*Avoid jargon.
*Basically, what are you asking for?

Second paragraph--background
*Don't assume your administrator knows what you're talking about.
*Provide a fuller explanation of the program, the idea, the system, etc.
*Don't over explain.

Third paragraph--rationale
*Why is this needed?  (If it won't benefit the kids, why are you asking?)
*Explain how your idea will help kids.
*Provide data if possible or a quote from a great journal article.

Fourth paragraph--details
*What is your time frame for implementation?
*How much will it cost?
*How will you know if it works?
*Anticipate questions and answer them in this paragraph.

Fifth paragraph--closing
*Restate what you're asking for in simple terms.
*Tell why it's important (remember the kids!)
*Respectfully ask for consideration.

Now you're ready to submit your proposal.  Cross your fingers that it will be approved so your great idea can help the students you work with each day.

Or better yet, submit your proposal, and raise your hand in the scout's salute because you are prepared!

'Tis the season for a kinder, gentler library



Altered book tree courtesy Wakeland HS, FISD

'Tis the season for good will to all men (and students and staff).  So while you're full of eggnog and good cheer, I hope you'll take a few moments to perform a kindness audit for your library (briefly mentioned in a previous post--see tags).

Walk around your library and look at it with fresh eyes.  Pretend you're a kiddo or a teacher seeing it for the first time.  Better yet, ask a student or staff member to give you feedback.

Do you have a kinder, gentler library?

*When you step in the door, does someone smile and call you by name? 

*Does the library LOOK like a place you'd want to be?

*Are you bombarded by the negative or surrounded by the positive? 

Negatives:  NO food.  NO drinks.  The library is CLOSED today for a meeting.  You have an OVERDUE book. 

Positives:  Help us keep the library looking great--please finish food and drinks before entering.  We hope to see you again tomorrow--meeting in progress.  Your book is due when you've read it through.

*Is the library easy to use or intimidating?  (We get what an OPAC is, but do the kids?  We get Dewey, but honestly, they really don't have to--they just want a book! What do you mean I can't use Wikipedia?)

*Is the library a place where it's ok to make mistakes?  (Or does the self checkout system beep overly loud or whistle at you if you do it wrong?  I like the ones that a mistake gets a recording of the librarian's voice nicely saying, "Oops.  Please ask for help.")

*Are all legitimate requests listened to and fulfilled if possible?

*Are students inadvertently patronized (Calling them baby, honey, sweetheart; talking in a different tone of voice to kids than adults) OR is everyone treated with respect?

*Are ALL kids welcome in the library?  (Not just the ones who are easy to welcome?)

The list could go on, so I hope you'll weigh in with your own suggestions for a kindness audit.  Other ideas?

In the meantime, refill your wassail cup and toast to a happy holiday and a kinder, gentler library where good will to all is evident each day.

Cheers!

Turkey, holiday gifts, and summer reading...

Your Thanksgiving turkey is in the freezer and you have a pretty good start on holiday gifts, but have you planned summer reading yet?

Summer reading?  Oh, I leave that to our public library, you say. They do a terrific job. Yep. Ours does too. I am amazed at what our public library does each summer and grateful for their work.

But you can help too.  And why should you?

Consider the implications of a landmark study cited in a School Library Journal article this month by Carol Fiore and Susan Roman, "Summer Reading Programs Boost Student Achievement."  

The study concludes that "...children who read at least six books during the summer maintained or improved their reading skills, while kids who didn't read any saw their skills slip by as much as an entire grade level" (p. 27).  

An entire grade level.  Are you up for summer reading in your school library now?

If so, be sure to read Carol Gordon's article, also in SLJ's November 2010 issue, "Meeting Readers Where They Are: Mapping the Intersection of Research and Practice."

Both articles will provide data and ideas to give your planning for summer reading a thoughtful boost.

So what can you do?

*Open your school library one morning or afternoon a week in the summer. Be sure your administrator is on board since getting the AC turned on in the summer may be a hurdle (Middle school and high school librarians, secondary kids need to read as much as the little guys!)

*Begin creating relationships with students who likely wouldn't consider going to the library in the summer but may need it most.  Fiore and Roman cite research that summer reading participants are most often girls, Caucasian, and advantaged, so try to expand these boundaries significantly. 

*Reach out to parents and grandparents of these students.  Kids are going to need a ride, and probably encouragement to come to the library in the summer.

*Don't feel compelled to "do programming" each week.  Check out books, recommend books to kids in a personal way, and provide a venue for kids to interact with each other about books.  Snacks are good!

*Use web 2.0 tools to help create your community of readers.  Run student-created book trailers on a loop, display book covers in a digital picture frame at the circ desk, and set up a great-looking summer reading blog in which students can recommend their favorites.   Have kids use flip cameras to interview their friends for recommendations or to make short book commercials.

*Create a welcoming atmosphere in the library.  Smile and greet each student by name.  Display books face out and have lists available of popular series, genre recommendations, and authors.  Good signage helps demystify finding books.  Visit with kids.

*Offer new books that kids will want to read.  Provide free choice.  Talk to kids about what they read and set up a venue for them to talk to their peers about books.

*Consider another name (or no name at all) than summer reading.  Ick. 

*Model reading yourself, and read what they're reading.  This part is huge!

*"Reading is its own reward," notes Carol Gordon by way of Krashen in "Meeting Readers..."  Yes!  Don't cheapen reading by bribing kids with rewards, prizes, or certificates for summer reading.  Don't make it homework by asking them to give reports or keep lists.  Show them how to read for fun.  PERIOD.

How can you help students retain critical skills in the summer? Open the library.  Welcome kids, and get to know them well enough to recommend books they'll like.  Read with them.  Talk to them.

And now that you have summer reading (or whatever you're going to call it) planned, we can get back to thinking about that holiday menu.  Cheers!

What does a 21st century school library look like?

For the past year or so, it's been impossible to open a professional journal or attend a conference without hearing about 21st century libraries.  And it's 2010...

 If our library godmother from the earlier post would appear, we'd have her whoosh all our libraries into the 21st century.  Since budget and buy-in are realistic constraints, we will concede to slower march toward change.  BUT that doesn't mean we can't get behind and push!

Normally when we talk about moving our libraries into the future, we discuss the changing formats of our collections and how we can collaborate to ensure that our students master new learning standards. 

But as they often do, my esteemed colleagues of the North Texas Area Library Administrators group (NTALA) raised my level of thinking.  At a recent meeting, we discussed 21st century library observables.

What I love about this idea is that it allows us to break this HUGE topic of transforming our libraries into smaller chunks. 


Coppell MS West

So, let's look at just this one piece from the collective eyes of many librarians whom I will credit at this end of this post...

What could we SEE in a 21st century school library?

(Not necessarily in order of importance.  Some typical items have been omitted in the interest of brevity.)

*A visually appealing and welcoming space
*Energized, productive activity of student and staff users
*Wireless laptops, netbooks, iPads, and other devices, which may edge out desktop computers
*Tables and seating that allow for flexible grouping
*Self check out which frees the librarian for professional duties
*Ubiquitous technology for learning and teaching
*Charging station for various devicees
*Download station for ebooks and audiobooks
*Large flat screen TV muted and tuned to news
*Flexible areas of the library which may allow for instruction, presentation, collaboration, quiet reading, and social interaction
*Digital production lab that can be closed to allow for creation of podcasts, book trailers, taped presentations, and other digital products
*Attractive displays, good lighting, intelligent signage, comfortable chairs, and standing OPAC/info stations
*Professional area with space and materials for teacher work, collaboration with librarian, and conferences
*Slimmer reference collection as online tools grow
*Vibrant print collection to support pleasure reading, browsing, and study
*And finally...a smiling, helpful, available, willing, and knowledgeable certified librarian!

With thanks to the forward-thinking ideas of...
*NTALA, especially Mary Woodard and Diane Lutz, for their individual contributions toward this post.
*Rose Brock (whose library is pictured), Lexanne Seifert, and Lynn Hevron, wonderful Coppell ISD librarians, for showing me their beautiful, newly-renovated libraries.
*The grandly-titled "Changing Libraries and the Future of Reading" committee of Frisco ISD librarians, and especially Ann Terry and Shelby Bivins for their individual contributions to this topic.

Now it's YOUR time to share!  What else can we see in your 21st century school library?

SLJ Summit 2010

I had the privilege of attending the School Library Journal Leadership Summit 2010, The Future of Reading, last week in beautiful downtown Chicago.

It was fabulous.  I'd never been to Chicago, so I was able to stay over on Sunday and take the beautiful waterway architecture tour, ride the GrayLine all over the gorgeous city, and see fireworks over Lake Michigan at night.  I will cheerfully admit that one of the highlights was riding the subway for the first time ever (Yep, I'm a green gal from the country).

Oh...and the Summit was great too!

Dr. Brian Kenney and his staff at SLJ did an amazing job of planning, and no mention of the Summit would be complete without thanking the sponsors: Capstone, Follett, Gale Cengage, Junior Library Guild, Mackin, Rosen, Safari Montage, and Scholastic.

It was a wonderful learning experience to network with about 250 library leaders from around the nation and to listen to library consultants, professors, and gurus in the field.

Among the distinguished speakers were Stephen Abram, Tom Corbett, Peter Gutierrez, Steven Bell, Karen Cator, Paul Zelinsky, and Patrick Carman.  Wow.  And that's only the beginning.  You can peruse the full program here.

The Summit has provided lots of food for thought...

What teens want (Abram)
*they prefer fiction in print
*often can't afford an eReader
*don't Tweet but love Facebook
*get fiction recommendations online
*don't often need help from librarians but will initiate contact if needed

Joyce Valenza admits this time of change and transition for libraries leaves her with many questions and some confusion.  We're in pretty good company, huh?

Tom Corbett updated us on Cushing Academy, one year later.  Basically, Cushing kept all fiction, nonfiction volumes that had been donated, and art books.  They donated the rest of their print collection to other libraries and used the additional space for flexible study in this 1 to 1 laptop campus.

What can we learn from this 21st century library?  As the amount of available information grew, the amount of information in their library shrunk.  Kind of blows your mind, doesn't it?

I loved Peter Gutierrez and his belief that the present of reading (as opposed to the future) is student interest.  Connect kids to text by helping them connect text to self and the world.

Speaking of text, what about eReaders? The Carnegie Corporation proposes nine recommendations for eReaders such as operating system compatibility, standard core and innovative features, and reader personalization.

After spending lots of time talking with library leaders, it was gratifying to come to the conclusion that for now, at least, eReaders are not feasible for our libraries due to price, copyright limitations, and purchasing restraints.  We will continue to explore web-delivered fiction ebooks and audio books, but in the meantime, we will purchase them in physical media.

Like Cushing, but albeit in a slower, less dramatic fashion, we will gradually reduce our nonfiction and reference in favor of online resources and ebooks.  Sticker shock prevents us from moving more quickly.

Teens from the University Laboratory High School in Illinois who attended the Summit reinforced these decisions as they spoke of their preference for print fiction and textbooks but online reference material.

There's tons more, so if you you want the play-by-play for Summit, check out the Twitter feed, #sljsummit10.

For me, the Summit solidified the belief that the future of reading is changing.  It's not a leisurely, stroll in the park kind of change, but a subway-rushing-down-the tracks kind of change.  Jump on, librarians.  It promises to be an exciting ride!

Poll: Your library godmother grants you one wish. What will it be?

Your library godmother grants you one wish. What will it be?
	Significantly higher book budget.
	Newly-renovated library.
	Full-time library aide.
	Colleagues excited for change and collaboration.
	Other? Please share in the comments section.
pollcode.com free polls

Stand out in the school library job market!

Last week I was fortunate enough to participate in a fall forum hosted by the School of Library and Information Studies  (woot!) at Texas Woman's University.

The timely topic for the panel geared to MLS students interested in school, academic, public, and special libraries was securing a job in a tight economy.

In the six years I've been library coordinator for Frisco (TX) ISD, we've added 30 new schools (nope, no typo--30 new schools).  Factor in the normal vacancies for retirement, relocation, and resignations, and I've screened a bunch of prospective school librarians.

I'd like to share the info (along with a few comments) that I prepared for the fall forum.

Stand out in the school library job market!

How you lay the groundwork counts...

• Know when to start the process. For us February is perfect.  I may lose your resume in January, and it's often too late in March.
• Follow hiring procedures.  Don't know?  Ask.
• Initiate contact with a brief email.
• Attach your resume and cover letter.  No mistakes, please!  
• Resist frequent follow-up.  I won't forget you if I want to recommend you.

What you do counts...

• Dress up for your interview.  It doesn't have to be new or fancy, but look professional and as if you made an effort.
• Be on time.
• Shake hands firmly.
• Smile and call the interviewer by name.
• Bring your resume.
• Share your portfolio if it's strong.  Please, no graded MLS assignments.  

What you say counts...

• Use the interviewer's formal title unless directed otherwise.  Not Jane, but Ms. Smith.  Not Ms. Smith if it's Dr. Smith.  
• Refrain from over sharing personal information.  I have no clue why people say these things in interviews, but I have actually heard about a messy divorce and too many bad principals to count.
• Ask the philosophy of the library program.
• Be able to articulate how you can carry out this vision.
• Remain calm and professional.  Even if you're desperate, do not beg or cry (I've seen both),
• Save a couple of questions for the end. 

What you know counts...

• Research the district and campus.  Why do you want to be part of it?
• Anticipate questions in advance.  Practice!
• Provide specific implementation ideas.  General ideas don't show your depth of knowledge.
• Keep examples pertinent to the situation.  If you're applying for elementary, don't focus on your previous middle school job.
• Share how you will collaborate for meaningful instruction.  
• Show how you can foster 21st century readers and learners.  

My own interview for my first job as a librarian was a disaster, and I still got the job (quite possibly there were no other candidates?!)  So don't despair if things aren't absolutely perfect.  

Smile, share your passion for kids and libraries, and good things will happen if you're a good match for the job.

If you're a school librarian, what job-hunting tips worked well for you?  Please share your advice here!