Tag Archives: advocacy

Module 5.2 5 reasons why school libraries should be using social media

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The three library websites I compared were Christchurch City Libraries, Auckland libraries and United World College of South East Asia (UWCSEA) an international school in Singapore. I was hoping to compare three school libraries but as I was researching for this post I found many school library websites are behind password protection or are simply a page on the school website with a link to the catalogue.

Andy Burkhardt states that libraries should be using social media to: communicate, respond to feedback, promotions and getting to know their users (2009). Here are some reasons school libraries should be using social media

  1. Build community. One of the great advantages of social media is that it encourages communication, collaboration and the building of community. Both the Christchurch City library website and the Auckland Libraries website have tabs for teens and kids. On the Teens pages there are sections for homework help. Both libraries also have photo sharing tools Flickr for Christchurch and Instagram for Auckland. Both show community events within the library and in other areas. Both libraries have Facebook and Twitter accounts.
  2. Get the message out. All websites have articles, links to events happening within their libraries. Summer reading programmes, seminars, resources. The two public libraries also have ways to tweet or like their posts. This feature helps the message spread even further than the reach of the library website, utilising the friends and followers of their patrons. These extra tools encourage further communication and collaboration (Braxton, 2015).
  3. Access resources. UWCSEA has booking sheets for spaces within the library. They show that teachers and students and parents can book these areas. All the libraries have ways to access the catalogue and e-resources. UWCSEA also has libguides for students and teachers including seminars for deeper learning. Christchurch and Auckland have a way to book a one to one session with a librarian to help with research, computer skills or reading recommendations.
  4. Opportunities for participation. One thing social media and web2.0 offers library patrons is the chance to participate. The public libraries have areas on their websites that enable patrons to recommend books for purchase or give feedback about programmes and services. There are blogs offered that have comments enabled. By adding in the opportunity to get involved the visitors to the website also take ownership of the library itself (LeGarde, 2011).
  5. Getting parents involved and caring about their school library. Barbara Braxton recommended that librarians should target parents, peers and principals when advocating for their libraries (2012). Particularly when it comes to parents, as they can be powerful school library advocates, she recommends being a prominent presence through newsletters, website and social networking (Braxton, 2012). UWCSEA has a sign up area for parent volunteers in the library as a tab on their website.

These are great reasons for school libraries to get involved with social media.

References

Braxton, B. (2012, July 12). Peeing on the job [Blog post]. Retrieved from Blue Skunk Blog: http://doug-johnson.squarespace.com/blue-skunk-blog/2012/7/12/peeing-on-the-job-guest-post-by-barbara-braxton.html

Braxton, B. (2015, July 19). The social media hat [Blog post]. Retrieved from http://500hats.edublogs.org/2015/07/19/the-social-media-hat/

Burkhardt, A. (2009, August 25). Four reasons libraries should be on social media. Retrieved January 11, 2016, from http://andyburkhardt.com/2009/08/25/four-reasons-libraries-should-be-on-social-media/

LeGarde, J. (2011, August 9). 5 things every school library website should have [Blog post]. Retrieved from The adventures of library girl website: http://www.librarygirl.net/2011/08/5-things-every-school-library-website.html

Principal Support

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An effective librarian is as important as an effective principal – both impact teaching and learning in schools. (Kuon, 2012, p.39). A principal has responsibility for creating a successful learning environment for all students. There are many elements involved in this –  “vision building, evolutionary planning, empowering others, resource mobilization, and problem coping and monitoring.” (Oberg, 2006. p.13). Effective principals can use all these strategies to create a dynamic environment for teaching and learning working with the teachers and educational leaders they hire. Achieving success without their principal’s backing, however, is almost impossible for the teacher librarian. (Kuon, 2012. p. 39)

Ken Haycock asserts that, “collaboration is the single professional behaviour of teacher librarians that most affects student achievement” (Haycock, 2007. p. 32).  Yet teachers can be reluctant to move from independent planning and teaching of the curriculum to in-depth collaboration with a teacher librarian as it requires extra effort and time. Without the principal making this collaboration a priority for all there is little chance of it developing. The principal is the major decision maker in the school and has the opportunity to set the stage for collaboration, curriculum development and implementation. (Farmer, 2007. p 60). Oberg identifies four key areas in which principals can bring dynamic support for the role of the teacher librarian and it is no surprise that the first is providing collaborative planning time. The others include funding for programme resources and enabling teacher librarians to provide in-service training for teaching staff. (Oberg, 2006. p.15)

It is interesting to note that principals do recognise the role the teacher librarian plays in its most visible form – keeper of the books or the reader of “great stories” – both of which only relate vaguely to student achievement and learning. The fact that teacher librarians are trained teachers, experts in curriculum design, literacy development, information and digital literacy can be over looked. (Kaplan, 2007. p. 300). Often the work of the teacher librarian is invisible – the role itself is to work to empower others. “Teachers and students take what librarians give them and fold it into their own products and performances” (Hartzell, 2002. p. 2)

Yet despite this recent research shows that principals do value their teacher librarians – they want them to be more visible leaders in their school communities. (Kuon & Weimar, 2012. p. 36). It is up to the teacher librarians to take the lead. Advocacy is an important start, we need to allow satisfied students and teachers sing the library’s praises. Learning the language of administrators can help with better communications. (Kuon & Weimar, 2012. p. 39). Two strategies are planning and reporting. Creating an annual plan which clearly relates to the school’s mission then inviting the principal to endorse it is a good start. Regular reporting to the principal, to colleagues and to the wider community celebrates the library’s contributions. (Johnson, 1992. p.24) Oberg shares his views in advocating teacher librarians communicate effectively and show that they are advancing school goals. (Oberg, 2006. p. 16)

Making the time and giving the effort to create a positive partnership with the principal will enable the teacher librarian to effectively work in the role for the benefit of the entire school community. Becoming visible and valuable – this is my goal for the coming year.

References

Farmer, L. (2007). Principals: Catalysts for Collaboration. School Libraries Worldwide, 13(1), 56-65. http://search.ebscohost.com  (AN 25545935)

Hartzell, G. (2002, June).What’s It Take? Paper presented at Washington White House Conference on School Libraries Checks Out Lessons for Success, Washington. Retrieved from http://www.laurabushfoundation.com/Hartzell.pdf

Haycock, K. (2007). Collaboration: Critical success factors for student learning. School Libraries Worldwide, 13(1), 25-35. http://search.ebscohost.com  (AN 25545933)

Kaplan, A. G. (2007). Is your school librarian ‘highly qualified’? Phi Delta Kappan, 89(4), 300-303. http://search.ebscohost.com (AN 27757339)

Kuon, T., & Weimar, H. (2012). How Does Your Boss See You? School Library Journal, 58(9), 36-39. http://search.ebscohost.com (AN 79888148)

Johnson, D. D. (1992). At the ends of our job. Using planning and reporting to build programme support. (cover story). Book Report, 10(5), 24. http://search.ebscohost.com. (AN 9203090542)

Oberg, D. (2006). Developing the respect and support of school administrators. Teacher Librarian, 33(3), 13-18. Retrieved from  http://search.proquest.com.ezproxy.csu.edu.au/docview/224879111/fulltextPDF#

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