• How do you support students in developing strong research and information literacy skills?

Kara Schmidt, Slate Creek and Sunset Elementary: I support students in developing strong research skills by teaching them how to follow a process when they are doing research. I teach second graders a polar bear research project using the “Super 3” model. I teach fourth graders an animal research project inspired by Kate Gardiner’s book, “Lovely Beasts: the Surprising Truth.” For that, we use the “Big 6” research model. Digital citizenship is part of information literacy, and for that I use the Common Sense Media curriculum–it teaches students how to be safe and discerning when they are online.

Brittany Birch, Chisholm Middle School: I introduce students to the many resources available to them through the State Library of Kansas such as Britannica Encyclopedia and Explora. I also go over how to search websites properly using the C.R.A.A.P. method which has them looking for Credibility, Relevance, Authority, Accuracy, and Purpose. Middle schoolers like when we refer to that acronym. :-)

Cathlina Bergman, Newton High School: I frequently collaborate with classroom teachers to teach or review research skills (such as narrowing or broadening a topic, selecting resources, using databases, and properly citing sources) as they begin a large or small research project in class.  Sometimes the class comes to the library, and sometimes I go to them! Students also individually come to me for help in finding resources in the library, and I am able to give them impromptu mini-lessons on research “hacks,” such as figuring out the right search word (ex. automobile vs. car) or using the index and table of contents to discover if the book is right for their needs.

Ashley Adkins, South Breeze Elementary: Librarians build research skills by showing students how to use books and online resources to gather credible information. We also help teachers gather resources for projects and are often able to show teachers resources they didn’t even know were available! In library class, students learn internet safety and how to determine if a website is credible. We also learn how to double check facts using a variety of sources to get a bigger picture of the issue than what just one author or website can provide. My first graders love doing research from books about animals, which prepares them for their science field trip to the zoo. Their teachers and I collaborate on this as well. I do the research with students and the classroom teachers turn this into a fun informative writing project. We do something similar, in other grades as well. I love getting to support my fellow classroom teachers by providing time and assistance for students to complete research that the teachers can then turn into informative writing pieces. 

• What role does the library play in fostering a love for reading among students?

KS: school library gives students access to more books of many different genres and topics. My goal is to have books that are interesting and engaging for readers with different interests and reading levels. I love introducing students to books they might not otherwise find on their own. Especially with younger readers, I love discussing illustrations and elements of the story–sometimes they notice things I overlooked!

BB: The library plays an impactful role in fostering a love of reading among students by providing a wide variety of books on various topics and subjects. I am always trying to listen to the students as they tell me what genres they are interested in or what kinds of stories they would like to read, whether that be in graphic novel form or something romantic, adventurous, historical, mysterious, or scary. I use lots of signage and color-coded stickers and displays to draw students towards books I think would be great for them. I also work with them to recommend books to their peers or encourage them to tell me what I should buy for the library. We have a fun counter that shows the students how many books have been checked out so far this year, and we are over 3,300 right now at CMS!

CB: First, my job as librarian is to stock the library with up-to-date, engaging reading materials, for information and for entertainment, especially books that the students themselves request. Then, I work hard to promote books to the students so they can find something that interests them.  I have three rotating displays in the library that feature new books and books that relate to different themes;  books that have been made into movies, books by Hispanic authors, books available in different languages and/or formats, books about music and fine arts, etc.  I feature books and authors on our NHS library social media account and website, I send a monthly newsletter to the students that features collections of books, and I NEVER stop talking to students about books!  It’s my favorite thing!

AA: The best thing about my job is getting to foster a love of reading among the students. I love doing “book tastings” where we read the blurbs on the back of books to introduce students to all different types of genres so that they can find what really interests them. Want a book that is adventurous and exciting? We’ve got that! Want a book about magic to escape into? We’ve got that! Want a book with a character and problems you can relate to? We’ve got that! Want a book about real animals, people or places? We’ve got that! Want a book that will make you laugh out loud? We’ve got that - and no, reading doesn’t have to be boring! :) Want a book that lets you choose your own adventure? We’ve got that too! One of the best ways to introduce students to books is also to read aloud to them. This fosters a development of language, vocabulary, background knowledge and story elements. And the most rewarding part of my job is when it is time to leave and students say, “just one more chapter!!” 

• How has technology changed the way you manage and provide access to information?

KS: For younger students, I use the projector and document camera to show pictures when I do  read-alouds. Often students will come up to the screen and point to something in an illustration while they are talking about their idea. For older students, I teach them how to use the online catalog to find books during checkout time. I also teach them how to use resources from the Kansas State Library. For students of all ages, I sometimes find a short video clip that fits with the story to build background knowledge. For example, when I read “Three Hens and a Peacock,” we watch a short video of a peacock making its unique vocalizations.

BB: Technology has allowed me to quickly search for books on any given topic, find book reviews quickly, and create fun infographics or videos to show students and staff what the library has to offer. Technology has also allowed students to look for books themselves, put books on hold, or renew books on their own chromebook without having to miss class time. 

CB: Instead of the traditional card catalog, students can access our collection online on their Chromebooks.  They can see if we have a certain book in the library, if that book is checked out or available, and they can place holds on the books they want to get next. Our students also have access to the amazing CloudLibrary, a service of the Kansas State Library that provides FREE ebooks and audiobooks to all Kansas residents.  This is fantastic for students who prefer audiobooks or reading on a screen. Alumni who visit the library are surprised that there seem to be fewer books than they remember in the old library, and I remind them (gently!) that the internet was invented in the meantime.  Instead of shelves and shelves of reference materials that become outdated soon after publication, our students find many great resources online.  That means a big part of my job is helping students learn to find unbiased information from reliable sources.  The databases available on the Kansas State Library website are a great place to start.

AA: Yes, we still use books for some research! However, technology has allowed us to save money when it comes to some research opportunities. Schools are very lucky that the State of Kansas Library pays for free access to safe, trusted student research sites such as Britannica and World Almanac Kids. This allows students to research topics, particularly biographies, that get quickly outdated. It provides students with up to date, trusted information and saves the library money from having to purchase those items or repurchase updated versions each year. This is especially helpful with living athletes whose stats will change every year. 

• What are some challenges you face as a school librarian, and how do you overcome them?

KS: One challenge I face is that I’m often the only adult in the room, so sometimes it’s tricky to give attention to individual students when they need help looking for a book. For some of my classes, it’s a challenge to get (and keep) their attention.

BB: The biggest challenge I face as a school librarian is helping the staff to understand what my job actually is and what my role could be in supporting their classroom and instruction. I have lots of current non-fiction resources that would tie in very well with what students are learning in class, but most staff don't realize this. I would love to collaborate with science and social studies. I try to send out Google slideshows introducing new books that I have to all staff and would love more time to present at PD time. I can do a lot more than checking out books and chromebooks to students. :-)

CB: I was told by my predecessor that the most important thing to remember about being a librarian is flexibility!  So true!  I start my day with a list of tasks I hope to accomplish, but my real job is to be available to students and staff from 7:30 a.m. to 3:35 p.m.  I may start a project, like processing new books, but I set that aside as soon as a class comes in unexpectedly because the electricity is out in their classroom.  Or a substitute can’t be found in time for a class, so I take on that role.  Or a teacher’s projector burns out, so I check out a temporary technology cart for them.   Right now, for example, I’m giving state assessments in three different subjects to students who don’t have that class on their schedule or who were absent when their class took an assessment. At the same time, I have my own classes!  I have study hall students and online college students in the library every hour of the day, and I teach a freshman seminar and collaborate with other teachers to organize a curriculum for all freshman seminars. Probably the biggest challenge is that most people don’t know what a high school librarian does.  They have archaic ideas of a person only checking books in and out and shushing students.  In order to overcome this misunderstanding, I publish a weekly newsletter to the NHS teachers with monthly library statistics and events happening in the library.   Plus, patience and flexibility!

AA: One of the exciting challenges we are overcoming is finding high interest, low reading level books for struggling readers. Luckily these are becoming much more popular with publishers and easier to locate. I love introducing older students to these series, which I have shelved among other chapter books. This helps students feel comfortable finding books that fit their reading level. No fourth grader wants to feel like they have to check out “little kid books” from the “little kid section”. By finding adventurous, hilarious, or spooky titles that are quick-read chapter books, many of my struggling readers have become much more confident and engaged in reading. They feel successful by browsing and reading chapter books that are written at a more accessible reading level. It gets them interested in growing, practicing, and honing their reading skills. 

• In what ways do you collaborate with teachers to enhance student learning?

KS: I appreciate when teachers reach out to me to tell me about what they are working on in the classroom. Sometimes I help them find books or other resources to use. A fourth grade teacher mentioned that dictionary skills were on their state assessments, so I taught a dictionary lesson to supplement what they were learning in the classroom. I also collaborate closely with classroom teachers when it comes to working with student behaviors. I want students to have a positive experience in the library, and sometimes I need ideas for how to make it happen.

BB: I often work alongside ELA teachers to support what they are doing in class by either pulling books for a unit, bringing students in for a research lesson, or providing books for the students for personal reading. We are lucky to have silent reading time built into our daily schedule, so I am always suggesting books to students or finding the next one in a series they might want to read!

CB: In addition to formal collaborations on research projects, I also serve as a proctor for online college students, for students competing in the HOSA exams, and for students taking the state assessment.  That allows teachers to continue using class time for lessons and plan time for planning. Teachers frequently brainstorm with me for lesson ideas or materials that would enhance their teaching. In my weekly newsletter to NHS teachers, I feature technology tools that would work with teachers’ curriculum, and I love to pass along information on webinars or training to specific departments or teachers.

AA: When waiting for their turn to check out, students are practicing phonics skills and sight words, typing or coding. We also have weekly lessons at the elementary school level where we get to directly teach students reading comprehension and research skills, which supports classroom reading standards and grows students’ reading skills.