Library media programs can sometime be undervalued by administration because they don’t understand the many roles librarians fill or the importance of information literacy in academic success and in the role of being a lifelong learner who uses information wisely. Using SUU’s LM Program curriculum as a framework a review of each course will highlight the roles that librarians fill that administrators need to know about, and appreciate in order for the library to be properly staffed, the space used effectively, and for information literacy to be a part of the regular school curriculum as well as a lifelong skill. Courses include: collection development, cataloging, technology, reference, literature, management and instruction, and practical experience. This presentation will help librarians develop strategies to advocate for their programs and their classroom space with in-house administration and can be applied to district administrators or even city and state level for library support as well as collaboratively when working with other teachers.

1. The Re-education
of Administration:
IY
libraries!
what administrators need to know about the role of
libraries, librarians and information literacy.
Verlene Schafer - Southern Utah University
ULA Conference 2013 - Aim for the Future: On Target with Vision and Advocacy

2. 2:00pm
12:00pm
Many school administrators often underappreciate the
role of the School Librarian and the Library Media
Center.
Some school administrators don’t know about the
information literacy curriculum or assume it is being
taught elsewhere.
This is usually unintentional.
So why does it happen?
Why aren’t principals better library advocates?

3. Most school administrators have backgrounds in
education and teaching.
• Understanding of subject/grade
level specific curriculum
• Management experience
• Understands fiscal responsibilities
CONS
PROS
• Lots of classroom experience
• Previous experiences with less
dedicated librarians.
• Lots of classroom experience,
but little interaction with the
library.
• Not familiar with the library
curriculum.

4. We need to teach them
what it means to be a
Librarian.
If the administrator at your school has little or no experience
with the library and its curriculum then it is our responsibility to
re-educate them about what librarians do and what the library can
do for the school…
…but where do you begin?

5. Today we will use the Library Media
Endorsement Program from SUU as
our framework.
Each area offers an opportunity for library
media specialists to educate administrators
about the role of libraries in the school and
the responsibilities we manage on a daily
basis.
The goal being that what they
understand and are a part of
they can appreciate and value.
Children’s Literature
Technical Services
Library Computer &
Reference Skills
Technology for Library Media
Teachers
Managing a Media Center
Practical Experience

6. Children’s
Literature
Children’s literature is more than just story time!
• There are specific skills and standards that need to be
met for a student to be considered information literate
at each grade level of education.
• Library Media K-6 Core Curriculum
• Library Media 7-12 Core Curriculum
• The standards help develop critical thinking skills for students to
apply in other courses outside of the library and critical life skills
for continued learning.
• Introduction to Information Literacy from ALA

7. Aren’t those skills taught elsewhere?
YES!
…And NO!
Many information literacy skills are inherent in
the other core courses
• Often they are taught as course-specific
skills.
• Students often don’t know how to apply
them to problems outside of the course
structure.
• Students use information-seeking strategies
in most courses
• This does not mean they are developing the
critical thinking and evaluative skills they need
to be information literate.
Most classes teach the what…
Librarians teach the how and why.

8. Information Literacy is more than checking out books.
Most college freshmen:
• Have difficulty developing good research questions. (Task Definition)
• Aren’t aware of databases or know how to use them. (Information Seeking Strategies)
• Cannot find books in the library catalog or on the shelf. (Location and Access)
• Have difficulty understanding scholarly writing in journals. (Use of Information)
• Present information without proper citation. (Synthesis)
• Cannot effectively evaluate sources of information for accuracy, currency, authority, etc.
(Evaluation)

9. Children’s
Literature
So, NO story time?
Your principal may ask: Why Read Aloud to Children?
• Children learn by hearing the stories and asking questions.
• They learn to understand context better when an adult reads to them.
• Plus, it’s just FUN, and getting students to enjoy reading can be
taught by example.
• Ask YOUR principal to share a book s/he loves during reading time.
• Administrators are more likely to support a program if they are a
part of it.
• And story time is NOT just for Elementary students either!

10. Collection
Development
A good library collection is more than just popular reading materials and it is
more than an extension of the curriculum. A balance needs to be found
where students have access to educational and entertaining materials that will
help them learn and develop as individuals as well as develop the information
literacy skills needed for lifelong learning.
With those skills they can find what they need to understand the curriculum.

11. …takes
hard work.
Finding a
balance…
•
•
•
•
•
•
Student-friendly
Entertaining
Print
Books
Diversity
Buy what the students need
(and want)
•
•
•
•
•
•
Support the curriculum
Educational
Electronic
Databases
Controversial
Keep within the constraints of
the budget

12. What administrators need to know…
Collection development takes time.
• Random list from a book vendor = Weeding unused items
• Careful selection now = Money saved later
• Need to evaluate the needs of the school
• Awareness of demographic being served
• Does the collection support the school mission/vision?
• This is a good place to ask for the administrator’s input!

13. Collection development takes cooperation.
Collaboration with other teachers helps to personalize the collection
• Ensures that the collection supports the curriculum in a specific
assignment content-driven way
• Not just a collection of materials that is generally related to
grade-level content.

14. Collection development takes expertise.
The librarian needs a strong knowledge of:
• School-wide curriculum
• Understanding of copyright
• Management and use of databases and other
electronic resources
• Current trends in literature and technology
• Equipment for access of materials
• Etc.

15. For most of us the marc record is generated by the vendor
or by a district cataloger, but record maintenance is still
part of our job as we strive to make materials accessible to
our students and faculty.
Familiarity with the cataloging system is vital for:
•
•
•
•
•
•
Editing keywords for increased searchability
Inventory of materials
Weeding
Creating resource lists for faculty
Educating students on searching techniques
What else?
Cataloging

16. Technology
For Libraries
The librarians role in technology is
different than the role of the IT
Department. For our purposes we
are referring to the programs not
the systems.
The opportunities that librarians have to use technology are numerous.
For today we will look at a few applications that administrators might
find of benefit to the students and faculty.
• Professional development
• Web presence
• Support Curriculum instruction and
independent research

17. Technology
For Libraries
Professional development
Many librarians hold regular professional development
sessions with their faculty (as a whole or in small
grade or content specific groups).
What administrators need to know we can do for the school:
•
•
In-depth understanding of the contents of databases as well as how to navigate them –
• EBSCOhost Shared Folders and other tips.
• Keyword v. Subject searching in databases
• When they understand these skills they can reinforce these information literacy
skills in their lessons.
How to use media software/equipment –
• Could be anything from streaming video to e-readers to the DVD player.
These lessons can all be used for students too, or parents!

18. Technology
For Libraries
Creating a Web Presence
A Librarian may make a website or it may
be developed by IT but the content needs
to be librarian-created.
What a library website/blog/wiki can do for the school:
Keep students and faculty aware of available resources.
• New books list
• Book lists/ database resources connected to specific educational units.
• Read-alikes
Provide a link to tutorials that students can access at home.
• Database instructions
• OPAC instructions
• Research skills
Promote the services of the school library media center.
• Equipment
• Resources
• Teacher-Librarian collaboration

19. Managing
a
Media Center
Besides managing curriculum, technology, professional
development, and resources, librarian also often manage
staff or student workers and community volunteers.
When these aides are available they
handle the general jobs like shelving and
check-in/check-out so a librarian can focus
on the professional responsibilities of
teacher librarian like those listed above.
This should not be an opportunity to
task the librarian with non-library jobs.

20. Managing
a
Media Center
In order for the library to function at its
best it needs to have the support of
everyone – students, parents, faculty and
administration.
In return the library can support students
in their information literacy, parents helping
students to continue their learning outside
of the classroom, teachers with their
curriculum and administrators by promoting a
well-run, high performing school.

21. Practicum
If we really want administrators to understand what librarians do
we need to give them some experience. Imagine inviting your
administrator to work in your library an hour a week.
What would you have them do to help them understand the role
of the teacher librarian?

22. Make a plan
What do you think would work for your school?
What ideas do you have?
Where can you start?

23. Helpful information for further study:
Websites:
http://www.ala.org/aasl/advocacy/resources/position-statements/staffing
http://www.schools.utah.gov/CURR/library/Core-Curriculum/K-6-Core-Curriculum/Strand1.aspx
http://www.uen.org/core/core.do?courseNum=6512
http://www.ala.org/acrl/issues/infolit/overview/intro
Articles:
Felder, Richard M., and Rebecca Brent. "Learning by Doing." Chemical Engineering Education 37.4 (2003): 282-83. North Carolina
State University. Web. 26 Apr. 2013.
Johnson, D. (2002). The Seven most critical challenges facing our profession. Teacher Librarian, 29(5), 21.
Morris, B. J., & Packard, A. (2007). The Principal's support of classroom teacher-media specialist collaboration. School Libraries
Worldwide, 13(1), 36-55.
Shannon, D. M. (2012). Perceptions of school library programs and school librarians. Teacher Librarian, 39(3), 17-22.
Schmidt, C. (2007). Whine or woo--which describes you? (and be honest with yourself). Teacher Librarian, 35(1), 73-74.
Torres, N. (2001). When librarians become computer technicians. Library Talk, 14(5), 32.

24. Infographics
A great way to convey important information.
Here are some you can use when talking to your school administrator:
Demonstrates attitudes of college students about libraries – or why we need better information literacy
instruction in our schools!
• http://ajhead1.wordpress.com/about/
What should an administrator expect a school library media specialist to be?
• http://www.flickr.com/photos/60403872@N04/6810844256/sizes/o/in/photostream/
What do Teacher Librarians Teach?
• http://alturl.com/coth4
27 Things Your Teacher Librarian Does
• http://anethicalisland.files.wordpress.com/2013/04/teacherlibrarian.png
School Libraries and Student Achievement
• http://www.lrs.org/documents/school/school_library_impact.jpg
School Libraries: A lesson in student success
• http://alturl.com/b2eup
The Times, They are a Changin’
• http://yourteacherlibrarian.wikispaces.com/Are+You+Ready%
3F
From AASL
• http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aaslissues/advocacy/AASL_infographic.pdf
Make one for your own school using Piktochart!

25. Contact me with any comments or questions:
Verlene Schafer
Southern Utah University
verleneschafer@suu.edu
435-592-2851
Thanks for attending and participating today!