Curate - Chuck Baker

Chuck Baker is the librarian at Blenheim Middle School of Discovery.  He is a veteran educator and was my mother's supervising librarian when she went through the SLIS program at the University of South Carolina.  She recommended that I interview him.  I was most interested in learning how he addresses the AASL's shared foundation curate.

Chuck shared that he views curation in two ways: resources should reflect curriculum and patron interests.  Chuck works to provide his school community with digital and print resources that meet the needs of the patrons in his school.  He stated that this year, his main curation goal has been in response to the change in the middle school social studies standards.  Chuck has been working diligently to compile resources which compliment those changes.  He has, also, been cognizant of patron recommendations for purchase. 

Chuck is in a very unique situation this year because the school where he works is the result of two schools merging.  As a result, he is in the process of merging two different collections.  Chuck shared that he has been relying on Destiny and Titlewave collection reports to help him curate materials.  He has been trying to reorganize the collection to make it more accessible for patrons.  In addition, he has a box in his media center where patrons can make requests.

Chuck does collaborate with classroom teachers.  This is especially crucial because of the school merge.  In order for him to accurately weed the collection of two separate schools, he needs input from teachers on the materials that are useful.  He must, also, collaborate with teachers for suggestions for purchases since the school was not given a new collection after the merge. 

Chuck shared that his greatest challenge this school year is due to the chaos of merging two schools.  This is his first year at this school; he was not the one who packed up the collections of the two schools.  Before he can really make new acquisitions,  everything must be relabeled and organized.  He has been focusing more on weeding dated materials from the two collections.

When asked if he had anything else to share on these competencies, Chuck Baker stated that it's important to always make sure patrons feel that they have a voice in what materials are purchased for a collection.  This is especially important when looking for materials to supplement instruction.   

Collaborate - Abby Spitzer

Abby Spitzer is in her 5th year as the media specialist at Baron DeKalb Elementary.  In an interview, she was asked to share how she encourages collaboration through her library program as outlined by the AASL Shared Foundation competencies.  

Abby shared how she is implementing the competencies of collaboration for learners, the library, and as a librarian.  For learners, she plans group projects and research activities which students complete when they come to the library.  Abby shared that the majority of these lessons relate to science standards which are being taught in the general classroom.  For the library as a whole, collaboration is encouraged with teachers.  Abby regularly asks teachers for suggestions on the types of materials purchased for the library so that the collection matches the needs of the school.  She, also, provides professional development on topics as needed by school staff.  As a librarian, Abby has created a culture where students feel welcome to express themselves in what they would like to learn about by encouraging student selected research topics.

Abby shared that because students have district issued devices, this has changed how they collaborate.  She stated that sometimes she feels students are more inclined to share digitally than in person, and that she is able to solicit responses from some who would otherwise not participate.  Abby stated that students enjoy collaborating via Flipgrid and Voice Thread for numerous projects. 

Abby shared that she collaborates with classroom teachers often, especially when making new purchases for her library collection.  She stated that her hope is that by including teachers in purchasing decisions, they feel some ownership in the collection.  This allows teachers to become familiar with resources that are available.  In addition, this collaboration ensures that resources contained within the collection match school curriculum and objections.

Abby Spitzer stated that her challenges in meeting the competencies outlined by this shared foundation are due to having a fixed schedule, no assistant, and other assigned duties.   Abby's library schedule is completely fixed, and she is especially limited as to when she can meet with teachers.  When teachers have planning, Abby has classes.  Additionally, she does not have an assistant.  This means that leaving the library to collaborate means closing the library which is something she avoids.  Baron DeKalb is a very small school, less than 250 students, so this attributes to her lack of help in the library.  Finally, Abby is not just the media specialist.  This year she has been assigned numerous other jobs.  She has become a science instructor, Study Island facilitator, and she is the after school program coordinator.  While she tries to prevent her other duties from impacting her library program, the impact can be seen.  She sometimes feels that she is not respected as a media specialist, but she is seen more as an interventionist. 

Explore - Bambi Ferrer

Bambi Ferrer is the media specialist at North Central High School in Kershaw County.  In a personal interview, she was asked to share how she incorporates the AASL National School Library Standards for Learners, School Librarians, and School Libraries in her library program.  Specifically, Bambi was asked to share how she uses the shared foundation explore in her library program.

Bambi shared three different ways that she encourages students to explore.  Her first method or encouragement is through her reading program.  Bambi has modeled her reading program after the Epic Reads program.  Each month, she challenges students to read a different genre or type of book.  This addresses the first competency under "think" for the shared foundation of explore.  The second aspect of her library program, which encourages students to explore, is through her Breakout EDU boxes.  Bambi stated that she feels students today's students severely lack critical thinking skills.  She feels that these boxes foster inquiry based learning.  If one were to look at the competencies outlined under explore, it would be apparent that these boxes address several competencies.  Finally, Bambi shared that she sponsors a coding club where students code to create their own games.  

Bambi shared that she does not have very many resources to use with students because it is a small school with a very limited budget.  She noted that every student has their own district issued device which she can use in varying ways.  She, also, has three Breakout EDU boxes that she can use for lessons.  In addition, Bambi has spent extensive time reorganizing her entire library by genre in hopes to encourage students to read different subjects. 

Bambi stated that for this competency, she only collaborates with teachers on what curriculum objective will be met through one of the Breakout EDU activities.  Additionally, she stated that most of the time, this only involves the teacher telling her a topic, and then she does everything else to plan out the activity.  Based on Bambi's response, it does not appear that teachers are willing to extensively collaborate with her.    

Bambi Ferrer stated that she feels she has two major challenges implementing the competencies for explore.  For starters, she feels that she struggles with teacher support on engaging activities.  She shared that the most common response she receives for teachers whenever she approaches them is that they do not have time for extra activities.  She shared that this worries her because many of those "extra" activities are exactly what students need to gain skills outlined by the Profile of a South Carolina Graduate.  She, also, feels that her small budget is a challenge because the majority of her budget can only be used to purchase books.

Inquire - Betsy Long

Betsy Long is the media specialist at Doby's Mill Elementary School in Kershaw County.  In a personal interview, she was asked to share how she implements the AASL National School Library Standards for Learners, School Librarians, and School Libraries in her library program.  Specifically, Betsy was asked to share how she implements the shared foundation inquire.

When asked to share some examples of the ways in which she is implementing the shared foundation inquire into her library program, she shared the following ways:

• Simple 4 model
• Research Units with each grade
• Author Studies
• Makerspaces

Betsy shared that each year she collaborates with teachers to plan at least two research projects in each grade level.  She shared that second graders always complete a project on careers.  Also, she works with kindergarteners by completing a picture research project.  In addition, Betsy shared that she uses the district Simple 4 model of research with the older grades at her school when completing research projects as it is more detailed.  Another way that she incorporates inquiry into her library program is by having author studies.  Finally, Betsy encourages students to participate in Makerspace activities.  

Betsy was asked what resources she had available to promote inquiry.  She stated that she utilizes Pebble Go the most with students because it is more suitable for younger students.  However, she did share that she uses some DISCUS databases with students once they reach 3rd grade.  Additionally, she has KEVA planks in her library, and students create mosaics by using Rubik's Cubes.

Betsy shared that she does collaborate with teachers to plan inquiry based projects.  However, this planning is never via a formal sit down.  She stated that most planning occurs through emails or by simply passing by one another in the hallway.  Betsy stated that for the she learns what teachers are doing in their classrooms by attending meetings, and she tries to plan activities to supplement instruction.

When asked how she struggles with implementing the shared foundation of inquire, she stated that the majority of her problems come from the 4th grade teachers.  Betsy shared that the teachers in this grade level are veteran teachers and express that they do not need outside help.  Betsy stated that she does try with that grade level, offering assistance when she feels it is appropriate; however, the teachers do not utilize her because of the pressure to cover the standards.

Betsy Long stated that the school now totally one-to-one.  This has really changed library usage.  Teachers are now more likely to feel they do not need her assistance because every student has a device.  She stated that it is just too easy for students to perform a Google search for information rather than using the creditable resources that are available to them through the district and the state.