Advocacy for School Libraries

This week for my IST611 Class we had to post about advocacy in school libraries. Specifically, how we can engage others to be advocates of our school library.  This week I had a chance to do some of my fieldwork hours at Leilehua H.S. in Wahiawa, Hawaii. During my second visit to the library I was able to sit down with a veteran school library Ms. Sandi Maruyama and pick her brain about the role of the school librarian.  Ms. Maruyama is a huge advocate for school libraries and she shared with me her insight in to how librarians should promote their library.  

Her first point was that school librarians are integral not only to the students, but are mainly seen as a support for teachers.  They are the ones that help to bridge the gap between the administration and the teachers.  As such, she stated that librarians need to be conscious of their role to teachers and how a teacher's perception of the library can really make or break the view of the library by other teachers, students, and potentially parents.  In order to gain the support of the teachers, she suggested making lessons that compliment their classroom lessons and helping in any way you can.  That means through organization of materials, curriculum, assessments, and instruction.  Only by word of mouth by the teachers the librarians serve will the library succeed.  Success may be a few teachers or it may be many, but regardless if you offer support to the teachers, word will get around. 

Her next point was making sure the administration is kept in the loop of the happenings of the library.  She suggested providing a blog of lesson recaps and pictures.  She said be sure to include video and promote what is happening at the library.  That way the administration is kept in the loop and if your library is brought up during a district meeting the administrators are not sitting with a "deer in the highlights look."  Instead, they can further elaborate on your library and promote it to district level members.

The third point she made was to make sure you serve in your community by way of the teachers union.  This can come in the form of volunteering large amounts of time or just something small.  It really depends on your time schedule.  Ms. Maruyama had a very busy schedule, but she knew she could volunteer a small amount of time to help plan a teacher appreciation lunch for her district.  Because of her volunteer work the teachers she worked with respected her more and were more appreciative of the time she offered to them. Ultimately, by spending more time and getting involved with your staff you can begin to hear their concerns and advocate for them, which in turns means they will advocate for you.

The fourth, and last point was that it is essential to get your library into the accreditation process.  This can mean either you, the librarian, becoming part of the accreditation panel or process and thereby including yourself in the report, or making sure your name and the programs you created are in the report by way of a teacher who is on the panel and who is willing to advocate for you.  Ultimately, the budget of your library will depend on the programs and evidence you show.  That is why it is critical to have evidence based programs in place to show advocates and other officials if necessary.  

I really enjoyed talking with Ms. Maruyama and could have sat and picked her brain for hours!  She has such a wealth of knowledge and really helped me to put into perspective the role of the school librarian.  Because of her, I am even more excited to be entering the school librarianship world!

Please see my Animoto video below for school library promotion.

Makerspace: What Does that Mean?

This week my IST611 professor asked use to discuss and comment on Intellectual Freedom or Makerspaces using whatever means necessary.  I decided I would use Animoto to create a video promotion for a future makerspace using images from the makerspace in my current library at Inouye E.S.  With that said, the makerspace at Daniel K. Inouye is called Exploritopia and it's complete with both low tech and high tech tools for students to work with.  Below is a link to the Animoto video promo I made for my future library.  All the pictures of students are safe.  Meaning, all students have signed agreements that it's OK for teachers and staff to take pictures of them and use them for educational purposes. 

Link to Animoto video: https://animoto.com/play/PDkU0qSu3Jwt2GUdypic2g

In addition to making a promotional video for makerspace's I want to go ahead and dive into my thinking and logic behind makspaces and break through present notions of what does and does not constitute a functioning makerspace.  Recently, while at the School's of the Future Conference, my colleague Michelle Colte (head librarian at Inouye E.S.) overheard an educator from a neighboring school make a comment towards not only our makerspace, but makerspaces in general.  The individual stated that unless there was technology in a makerspace then it wasn't really a makerspace. This idea is far from the truth and is actually quite discouraging to those librarians and educators trying to create and implement a working makerspace at their school and/or library.  

After hearing this I immediately wanted to fire back that this individual was misinformed about what exactly the maker movement is.  Then I got to thinking, "what is my definition of a makerspace?"   After some deep introspection and reading on what current research says,  I came up with my own definition of what a makerspace constitutes:

"A Makerspace is a safe space where individuals can engage in meaningful exploration, discovery, and creation, and should be a place where individual can interact socially with other like-minded individuals.  The  creativity experience in a makerspace is enhanced through the use of various tools (either low or high) and/or for collaboration.  A makerspace should invite users to challenge their preconceived notions of what constitutes creativity and encourage individuals to express themselves freely."-Leah Stone

Simple materials for creating

There are four parts to this definition that I believe are crucial.  First, is that a library's makerspace should be a "safe" place.  With this word I'm implying that a student should feel comfortable to explore different issues or topics, and they should feel comfortable asking questions relating to those.  There should be no put-downs or discouragement, only encouragement and positive guidance towards the goal the student is trying to obtain.

Students working individually and collectively in a makerspace

The second part or parts of the definition are the words "like-minded individuals and collaboration.  Basically, a makerspace cannot function in isolation.  It needs students in it to engage not only individualistically, but sometimes collaboratively.  This can take many forms; either through students working on a project together or students bouncing around ideas to make their individual projects better.  Either way some type of communication should be taking place in a makerspace. 

A high tech tool such as Makey-Makey

The third part of the definition deals with individuals challenging their preconceived notions of what exactly creativity is.  Many students think that in order to be creative they need to incredible at drawing or posses some type of extraordinary artistic quality.  Students needs to learn that this is not true.  They need to be shown that you do not have to be an artist in order to be creative and that creativity takes many forms.  It's not all about the tool, but about the state of mind that requires you to look at the same problem, but with a different insight.  Only by students successfully opening themselves up to the possibilities of creativity will they be able to find their voice and truly express themselves.

Low tech still equates to cretivity.

The fourth, and last part of the definition, is the embedded terms "low and high" tools.  By tools I mean not only machines and technology, with it's fancy bells and whistles, but tools as simple as scissors, glue, crayons, blocks, etc.  Anything that will help students to better express the creativity that lies within them.  Anything can be used as a tool.  Heck, monkey's use a stick to get termites out of large hills in order to eat and the stick is the tool!  But the monkey's genius lies in being able to know how to use it.  Why should a makerspace definition only be limited to costly high tech tools, when really even more opportunities for exploration and discovery could take place with less.  We as educators, have to remember that the technology is not the object from which the creativity is emanating from, but just a medium through which the creativity is being transferred through. 

Low tech may mean more mess, but more fun!

   

Creativity originates from the individual not the tool; and it is the individual who has the last say on what the product will look like.  The tool is only their to enhance the individuals actualized idea, not to be the idea itself.  Thus, if a student finds that they can create a similarly appealing product using a less high tech tool, then by no means should the student be discouraged in using it.  Instead, the creativity process should continued to be fostered and developed to eventually lead to the gradual integration of high tech tools.  However, if a student does not desire to engage in creativity with high tech gadgets they should not be chastised.  Simply be encouraged to create in a way that satisfies their desire to produce.

Students creating and communicating throughout

Makerspaces differ in the tools they offer to produce, but the end goal is still the same.  We as educators should be trying to instill a spirit of making in our students instead of a spirit of consuming.  Educators are trying to show students that creating is not just in the hands of a few artistic individuals who we see on the center stage or on the television, but that it is a skill each of use posses in unique ways.  It is a skill that can be harnessed, built upon, and sharpened, but like anything else it has to be practiced and the makerspace is an area where students can practice their creativity skills!

Students practicing their creativity skills