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School Library Observations

School Library Observations. Jackie Werner INFO 525: School Library Programs and Services Spring 2010. located in Center City Philadelphia, PA city population: 1,517,550 43% Black , 41% White , 5% Asian; 12% Hispanic median family income: $37,036 18% of families below poverty line

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School Library Observations

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  1. School Library Observations Jackie Werner INFO 525: School Library Programs and Services Spring 2010

  2. located in Center City Philadelphia, PA • city population: 1,517,550 • 43% Black, 41% White, 5% Asian; 12% Hispanic • median family income: $37,036 • 18% of familiesbelow poverty line • School Demographics • grades 9-12 • enrollment of 625 • 60% Black, 32% White, 2% Asian; 6% Hispanic • 62% qualify for free/reduced lunch • Mission:make students employable in high-tech 21st century industries Philadelphia Electrical & Technology Charter High School

  3. founded in 2002; library founded 2005 • library located by itself on the top floor • one librarian: certified teacher with MLS • 6,050 books • three public computers • no set budget PET continued

  4. located in North Philadelphia, PA • city population: 1,517,550 • 43% Black, 41% White, 5% Asian; 12% Hispanic • median family income: $37,036 • 18% of familiesbelow poverty line • School Demographics • grades 5-8 • enrollment of 345 • 86% Black, 13% Latino/Hispanic, 1% White • 84% qualify for free/reduced lunch • Mission: develop the character and knowledge of students to succeed in college and beyond KIPP Philadelphia Charter School

  5. founded in 2003; library founded 2006 • library located next to main office • one full-time volunteer without MLS • three public computers • no set budget KIPP continued

  6. located in Forked River, NJ • Suburb population: 4,914 • 97% White, .7% Black, .3% Asian; 3% Hispanic • median family income: $59,830 • 6% of familiesbelow poverty line • School Demographics • grades K-4 • enrollment of 559 • Mission:foster student achievement to develop life-long learners Forked River Elementary School

  7. founded in 1952 • library located at one end of school • one non-teacher librarian with MLS and one PT aide • 14,000 books • six student computers • $0-$5,000 budget FRS continued

  8. PET HS KIPP MS • collection “decent”—librarian wants to shake up middle-class, white focus • many lower-level books (students come in reading at 2nd-grade level) • “decent” science & biography sections • unclear on what databases available • shares responsibility with classroom libraries • focus on reluctant readers: fiction, graphic novels, sports, magazines • keeps up on popular series • many lower-level books • were 20 databases; over half cut for budget • faculty don’t use library books • much of collection doesn’t go out Collection

  9. Forked River ES • massive book collection covers all interests • needs weeding—20-year-old career books • no databases; students can only visit handpicked websites • students very enthusiastic about reading • academically struggling schools must cover wider range of reading levels—high-level collection suffers • physical resources much more varied than electronic/digital • teachers do not use collection for teaching resources • younger students (between and within schools) more enthusiastic about checking out books • new collections developed from list of recommended books—PET librarian had to add curriculum-related Conclusions

  10. PET HS KIPPMS • in a central position • large, open room—but no windows • furniture donated—many long tables used for work and lunch • couch next to table with magazines • four computers are never all in use • located on 11th floor (and students can’t use elevators!) • fairly narrow and cramped—students couldn’t hang out while others working • comfortable chairs scattered around • only two computers online—students forced to work quickly Physical Facility

  11. Forked River ES • very large and spacious • filled with stuffed animals and students’ projects • Magic Whiteboard with long tables used as teaching area • space for two students to use one computer at a time • suburban library at least double the size of the city libraries; much more open and welcoming • all three libraries have interesting and appropriate decorations • cramped library space restricts library use; students do what they came for and leave so others can get a chance • no. of computers needed depends on how librarians & teachers encourage use (KIPP used for leisure, often free; PET used for research, always a wait) Conclusions

  12. PET HS KIPP MS • librarian untrained volunteer—doesn’t teach • encourages special education students working in library • many students (especially special ed.) use library as leisure/break room • teachers bring classes to library, but librarian doesn’t participate • wants to bring classes in more often • teachers send groups of students to work on research projects • librarian helps students with teachers’ citation handouts and to find sources • students use only Google for research if not being directly helped • no teachers interested in collaboration Learning & Teaching

  13. Forked River ES • school considers librarian teacher first, librarian second • develops and delivers lesson plans designed for state & 21st-Century Learners guidelines • planned and taught collaborative unit with art teacher • many teachers don’t think of librarian as teacher & aren’t interested in collaboration • tries to integrate all subjects into lessons, not just language arts • teachers will not initiate collaboration! • SLiMSs without teaching certification can still follow AASL guidelines and teach • librarians are often not seen as “real” teachers, whether or not they do teach • librarians who want to teach must do the work themselves, from developing lessons to integrating standards to collaboration Conclusions

  14. PET HS KIPP MS • only budget through grants, donations (books and money), & programs such as Reading is Fundamental • even furniture donated • librarian doesn’t push for resources because she doesn’t have the background • only staff a retired full-time volunteer • budget as needed—requests usually approved • donations often of books teens won’t read • many useful databases cut due to budget • single librarian extremely busy helping students research, keeping computer schedule, disciplining students, etc. Budget & Staffing

  15. Forked River ES • expecting $3,000-$4,000 budget this year • large budget for technology such as microphone & Magic Whiteboard • full-time aide used to be the norm, but replaced with part-time after retirement • have to end lessons early if students checking out books and aide isn’t there • some libraries can’t plan purchases at all • resources and support vary wildly depending on the location of the school • schools cutting back on library staff (even not hiring a librarian at all) • lower budget makes it harder to do your job (can’t do in-depth research on in-demand computers, can’t plan to purchase materials for teaching and collaborations) Conclusions

  16. The biggest difference is the role of the librarian. • At PET, the librarian is a librarian. At KIPP, the librarian is closest to a counselor. At Forked River, the librarian is a teacher. • And it’s not as simple as state differences—New Jersey does not require teaching certification for SLiMSs, yet the Forked River librarian did the most teaching by far. • The role of the librarian depends on two things: school support and the librarian herself. • The PET librarian tries to initiate collaboration, but is kept busy helping many students all working in a small space. • The KIPP librarian has no training and used to be a nurse, so she helps learning disabled students and lets all students use the library as a calm space. • The Forked River librarian is determined to integrate herself into the school and initiate collaboration, so she teaches. What’s Different?

  17. Another obvious difference is budget. • The two city schools, coping with many disadvantaged students reading well under their grade level, have libraries with no set budget, no support staff (or no trained staff, in KIPP’s case), smallish rooms in converted office buildings, and not nearly enough resources. • The suburban school, attended mostly by children from middle-class families, has a library with thousands of books, a huge space, a library aide, and cutting-edge technology. (And even they have had cutbacks.) • The reasons for this difference are obvious…and unfortunately, there’s not much to do about it besides fundraise, write grant proposals, and know what you’re getting into. What’s Different?

  18. Get involved. The Forked River librarian volunteers for extra responsibilities so she can show she’s serious about teaching (and get to know the students). • Fight for what you need. The PET librarian was told two computers were enough, but she eventually got the third she needed. • Take the initiative. The Forked River librarian passed out collaboration interest forms when she arrived—and when she got no response, she kept on trying until she succeeded. I Learned…

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