Cameron Elementary School Librarian



From Me to We: Seeing is Believing Anthony Chow, Ph.D.The University of North Carolina at GreensboroDepartment of Library and Information Studies1300 Spring Garden St.450?School of Education BuildingGreensboro, NC 27402-6170 aschow@uncg.edu(336) 303-8786Jessica Robinson, MLISThe University of Georgia Institute of Higher EducationAthens, GA 30602-6772jessica.robinson@uga.edu(706) 542-3464Lori Paulus, MLISCameron Elementary School Librarian2636 NC Highway 24/27?Cameron, NC 28326lpaulus@ (910) 245-7814Bitsy Griffin, MLISOld Town Elementary School LibrarianPresident, North Carolina School Library Media Association3930 Reynolda Road Winston-Salem, NC 27106Nina Zinicola Smith, UNCG MLIS StudentElementary School LibrarianLoudoun County Public SchoolsAmy Watterman, MLIS Red Oak Public Library Librarian200 Lakeview Pkwy. Red Oak, TX 75154From Me to We: Seeing is BelievingAbstractOur study examines two elementary school librarians, one rural and one urban school, who implemented a strategic planning process. This process involved two distinct phases: needs assessment and strategic planning. The results suggest that the process proved beneficial in both schools. The six major findings of the study are: It is a time-intensive process, strategic planning builds a collective and school-wide vision for the school library, many stakeholders did not understand how school libraries could best help them and the school, stakeholders had a widely disparate view of what school librarians and their librarians should be doing to help them, and parents did not understand how poorly funded their school libraries were and became strong advocates once they were made aware. Three major implications of the study include: both school librarians felt it was a worthwhile and valuable process, they believe it should be replicated at other school libraries, conducting a schoolwide assessment proved educational and transformative for both librarians and their stakeholders, and developing a strategic plan represents built-in advocacy by developing and articulating a plan for the future that is collaborative and vetted by their major stakeholders.IntroductionThe two elementary school librarians who participated in our study live in two vastly different worlds. While both are in Title I schools, one is nestled in a small, rural and homogeneous population (predominately White student population) while the second is in a larger urban setting with a 65% Spanish-speaking student population. Both invited a university research team to help them develop a school library strategic plan and collaborated with us to help tell their story of its impact. The librarian for School 1 was a steering committee member of her county’s public library strategic planning project and felt that a similar process would work for her school library. This began a six-month project that examined the needs of her school stakeholders and how well her library was aligned in supporting them. The project allowed the librarian to talk to school leaders at different levels of the district and her school. Participants included her superintendent, principal, teachers, parents, and students. She had a new school principal and viewed the project as an ideal way to build a collaborative vision. This was the first step in building a schoolwide vision which simultaneously helped establish direct relationships and discussion with decision-makers about the role of her school library. What was their vision for her school library? What were the short and long-term goals of the library could be working toward to align their vision with her vision? What resources would she need to get there and how long would it take?The librarian for School 2 heard about the strategic planning process of School 1 at the school library media association state conference and wanted to emulate the process at her school. She had just started at her school and had a new principal and saw developing a strategic plan as an ideal step in creating a collaborative vision for her library aligned with her new school leadership. The School 2 librarian found that having time to devote to the planning process was a major challenge but nonetheless made time to conduct interviews with leadership and teachers, which helped inform a collaborative plan.Both librarians began the process unsure of the vision of their new leadership for their school libraries; they viewed the strategic planning process as a way to “get on the same page” and establish a common vision and narrative based on the priorities of their stakeholders, especially through the perspectives of the teachers, children, and parents they served. This is the story of their respective journeys.Literature ReviewStrategic PlanningStrategic planning can be defined as the “systematic process by which a company, organization, or institution (or one of its units) formulates achievable policy objectives for future growth and development over a period of years, based on its mission and goals and on a realistic assessment of the resources, human and material, available to implement the plan” (Reitz 2004, 687). Such a process typically involves three discrete phases: Needs assessment, strategic planning, and evaluation and refinement (Chow and Bucknall 2011). A well-developed strategic plan can serve as the basis for effective performance evaluation and assessment of progress and success. It also may look different across organizations, have different steps, involve different stakeholders, timelines, and lead to varied successes. Strategic planning as a management tool and process has actually gone in and out of favor several times since the 1960’s. In 2016, Haug and Krabbenhoft conducted a study that reinforced previous findings on the perceived positive effects of strategic planning: “In summary, the results found in this study support the conclusions suggested by Bazzaz and Grinyer (1980). They stressed the contributions of the strategic planning process as perceived improvements in the following areas: awareness of strengths, weaknesses, and problems; the availability of information; the ease of communication; and the profitability and growth of the organization.” (Haug and Krabbenhoft 2016, 75) There is a growing body of research that supports the value of strategic planning.Ultimately, strategic planning facilitates collaborative engagement between members of an organization and their internal and external stakeholders. Determining the purpose of the organization, its priorities, and how to accomplish them should be decided upon by all members of that organization, which helps establish authenticity and buy-in, and be derived from a combination of stakeholder needs and organizational goals it wants to accomplish in the future.Strategic Planning in LibrariesLibraries continue to evolve as society rapidly changes, especially through the increasing use of technology and digital access. This change has placed libraries and information organizations and their staff on an uncertain footing in terms of what resources and services should be offered and whether the skills, especially in areas of digital access, of current librarians are able to meet the demands of patrons. Buck (2015) argues the importance of strategic planning and the need for clear goals and success criteria to secure funding for public libraries: “The production of a strategic plan justifying budget requests is necessary in those times and should be accompanied by efforts to secure endowment and donation opportunities.” (Buck 2016, 200) Whether it be referred to as long-range planning or specifically strategic planning, it is essential to constantly assess the current state of the library and where that is in comparison to an ideal future (vision and mission); that gap represents specific and tangible opportunities to focus on in the future to address specific challenges and accomplish its intended goals. It has been acknowledged that the future is too fluid to make firm “long-range.” (Nelson 2008)Chow & Bucknall (2011) views strategic planning as a tool for systematic thinking and community assessment that both identifies organizational priorities but most importantly introduces a dialogue between the organization and its stakeholders (Chow and Bucknall 2011). Their recommended strategic planning process involves two discrete phases: needs assessment and developing the strategic plan. The needs assessment involves talking to and collecting data from both internal staff and external customers which includes the people higher up in the organization in charge of funding (e.g. county commission, superintendent, Provost, etc.). This helps build relationships and buy-in and paints a collaborative and diverse view of what are often competing priorities for what is important in the short and long-term. Based on a solid foundation of community feedback, the strategic plan establishes or revisits the underpinnings of organizational culture by addressing a vision, mission, core values (what is important to the staff), and core competencies (what the organization prides itself in being strongest in). Finally, the strategic plan identifies, based and aligned directly to the feedback from the community it serves and mediated by the organization’s vision and mission, high priority short and long-term goals. These goals are defined by clear pathways to accomplishing them using objectives (sub-goals), activities needed to get there, outputs (frequency activities take place and participants impacted), and short and long-term outcomes (impact).Strategic Planning in School LibrariesThere is some support from researchers and practitioners for school librarians to conduct strategic planning. AASL recommends strategic planning as a specific guideline: “The school library program is built on a long-term strategic plan that reflects the mission, goals, and objectives of the school.” (American Association of School Librarians 2009).Most schools engage in some type of school-wide planning but usually in the form of a school improvement plan. SIPs are mandated by the federal government for schools designated as in need of improvement. SIPs are rarely referred to as strategic plans, but they share many of the same characteristics. The school librarian is often involved in creating the strategic plan. School plans do have detractors. Some argue the mandatory planning is an added burden on teachers and staff: “Such planning is not conducive to the sound management of groups of well qualified, motivated professional teachers whose predominant concern is the welfare of the pupils in their care” (Bell 2002, 418). There is evidence, however, of the positive impact of SIPS: “The results in this study provide some evidence that there is a positive relationship between the quality of strategic planning and a school’s academic performance.” (Fernandez 2011, 359)It is less common for school libraries or even school library districts to develop their own strategic plan. Wong (2012) emphatically states that: “Any solid, well run school library media center will have a strategic long-range planning document.” Reason: 1-to continually improve the library and 2- “consistently analyze the library from a critical perspective in order to ascertain that the library program is staying current to foster and maximize student learning” and 3-positive public relations. (Wong 2012, 22)Dorris Hand (2015) advocates for strategic planning as a crucial component of library advocacy: While a strategic plan is not a foolproof final product, the existence of a written document spelling out your short and long-term library goals to administrators and parents demonstrates how carefully you target your resources, no matter how limited, toward student growth with faculty support as a byproduct. The strategic plan clarifies for you, as well as for everyone else, what you do. Now you have a multidimensional definition of your program in support of students, a story to market. And your story will continue to grow and change with student needs. Administrative awareness of your focus can translate to increased support. (Hand 2015, 26)While the final document and goals identified are not rigid, following such a process invites a continuous dialogue with a school library’s major stakeholders and demonstrates to administration a degree of systematic and community-centered thinking that may increase overall support and buy-in for what its role and priorities in the school should be.Research QuestionsOur two case studies have been guided by three primary research questions:What are the benefits of strategic planning for a school library? What are the stakeholder needs of elementary school libraries?How can strategic planning help school libraries meet these needs?MethodologyThe study spanned 18 months from summer 2016 to spring 2018 and examined two elementary school libraries located in the southeastern United States using the case study method at each school which involved interviews, focus groups, and online surveys. ParticipantsCase Study 1 - School 1School 1 is a Title I, K-5 elementary public school with 252 students, 62% of which qualify for free and reduced lunch. They have 18 classroom teachers and are a “…small, family-style school” (School 1 website) in a rural county in the southeastern U.S. with a 16:1 teacher-to-student ratio. In 2015-2016, their 3rd grade EOG Reading scores were 61, in Math 44, and overall School Performance was a 55 or C grade. Their student demographics were 70.2% White, 12.9% Black or African American, and 11.4% Hispanic. A total sample of 284 district staff, school administration, teachers, students, and parents participated in this study. Data collection included seven interviews with key stakeholders including the superintendent, the district media coordinator, the principal, the assistant principal, two teachers, and the PTA president; two focus groups, one with fourth and fifth graders and the second with parents; and 281 survey responses. ?The survey participants included 249 students and 32 adults including 10 teachers, one administrator, six student support staff, nine parents, and six categorized as Other. A steering committee comprised of a representative group of school stakeholders was formed to help oversee the project and develop the strategic plan. School 1’s steering committee included the school librarian, three administrators (new principal, assistant principal, and district level media support specialist), four teachers (one 5th grade, one 4th grade, one kindergarten, and one who taught exceptional children), a 5th grade student, and three parents from the PTA (president, vice-president, and secretary).Case Study 2 - School 2School 2 is a Title I, K-5 elementary school with 649 students, 99.5% of which qualify for free and reduced lunch. There are 50 classroom teachers and the school is located in a small urban setting in the southeastern U.S. with a 13:1 teacher-to-student ratio. It’s 2016-2017 3rd grade EOG Reading scores were 37.8, in Math 51, and the overall average standard score was 7.8% percentile in the state. The demographics of its student body were 67.5% Hispanic, 22.7% Black or African American, and 40.6% White. A total of 23 participants were involved in the study - eight interviews were conducted involving three administrators, four teachers, and the school librarian and 15 participants responded to the survey including seven teachers, five administrators/staff, and three parents including two in Spanish. InstrumentationSchool 1 – Interview, focus group, and surveyThree different interview instruments were used – one for school administrators and staff, one for teachers, and one for the school librarian. The general interview instrument was comprised of 18 questions (See Appendix A) and focused on expectations and goals, understanding the role of the school library, the importance of literacy, the role of the librarian, and whether the library had the resources it needed. The teacher survey had eight questions (See Appendix B) also focused on the alignment between school goals, the library, the role of the librarian, and whether the library had the appropriate resources. The school librarian interview (See Appendix C) had three questions and included a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis and questions focused on the primary role of a school librarian and alignment with student learning.Two focus group instruments were created – one for parents and one for students. The parent focus group instrument (See Appendix D) had nine questions focused on educational goals for their children, the role of school libraries in attaining those goals, library strengths and weaknesses, and resources they would like their children to have access to. The student focus group instrument had 14-items (See Appendix E) and focused on how students used the library, what a “dream” library would look like, how the librarian helps them, what they liked best and least about the library, and their opinions about certain services.Three separate surveys were created – one for teachers and school staff and another two for students divided by grades K-2 and 3-5 due to age and reading differences. The survey items were aligned with the research questions and both interview and focus group questions focused on the following categories: physical and virtual space, access to resources, leadership and collaboration, and impact on student learning. These categories were based on the NC School Media Coordinator Standards and the AASL Standards for 21st Century Learners. Guidelines from the University of Wisconsin Madison (Taylor-Powell 1998) were also used to help with developing surveys to children. The teachers and school staff survey (See Appendix F) had 9-items focusing on satisfaction with library services across categories identified by NCSLMA and AASL standards. The student surveys were aligned to the teacher and staff survey but reworded to make the questions more suitable for children. The instrument for K-2 students (See Appendix G) had 7-items and used emoticons (smiley faces) to ensure age appropriate reading levels so students could rate each question, which concentrated on their feelings towards the library and librarian. The 3rd-5th grade instrument (See Appendix H) asked similar questions but used a scale with “true”, “somewhat true”, or “false” for students to react to statements about their school library and librarian. School 2 – Interview and SurveyThe instruments used for study 2 were adapted from the original study with School 1. The administrator interview questions were comprised of 18-items (See Appendix I) and focused on the administrator’s expectations and goals for the school library and librarian, educational priorities for the school and how the school library is aligned to helping meet them, and the extent the library is supported and has the resources it needs to accomplish its expected outcomes. The School 2 librarian interview questions (See Appendix J) also consisted of a SWOT analysis as well as two additional questions focused on whether the library had an ideal vision and the biggest challenges and concerns facing the school library. Finally, the School 2 survey (See Appendix K) was designed for the entire school community except for students (to be surveyed later with a more age-appropriate instrument) and was an 8-item instrument focused on how well the school library and librarian were meeting the needs of different school stakeholders (administrators, teachers, and parents), the importance of library resources and services, and the extent it was currently meeting the school’s needs.Research ProtocolSchool 1 – The study took place in the summer of 2016. An interview was conducted with the school librarian and a strategic planning steering committee was formed; the committee met three times – one planning and data collection meeting, one update meeting, and one planning meeting where the committee helped put together the first draft of the strategic plan in response to the results of the assessment. Interviews were conducted with stakeholders at both the district and school administration level as well as with teachers. The school librarian conducted focus groups with some of her students. A school-wide survey was widely disseminated to the entire school community. The final needs assessment report was completed and highlighted the primary findings and recommendations and the steering committee and school librarian helped craft a strategic plan aligned to address them.School 2 – The study took place in the summer of 2017, which is typically the best time for school librarians to work on special projects. The school librarian was first interviewed, and she and the research team helped draft a preliminary strategic plan. Due to time and resource constraints and the fact that both the principal and school librarian were new and beginning their first year, it was not feasible to conduct a more comprehensive needs assessment or convene a steering committee. In fall 2017, the school librarian conducted interviews of three administrators and four teachers; the research team helped her conduct a survey of her school library stakeholders, one in English and one in Spanish due to the school’s majority Spanish-speaking population.ResultsCase 1 - School 1 Strategic Planning ResultsStrategic Planning FrameworkUtilizing the process outlined by Chow and Bucknall (2011), the two primary phases of strategic planning were implemented – Phase 1 involved a community wide needs assessment of internal and external stakeholders and Phase 2 was the development of a strategic plan to meet the needs identified in the assessment. The plan was specifically designed to meet the high priority needs of disparate stakeholders across different organizational and stakeholder levels including the school librarian, school and district administration, teachers, students, and parents.Project ResourcesThe project took place over the summer so that the elementary school librarian had more time to focus on the project. An LIS graduate student taking an independent study served as the project manager, which helped keep the project on track. This included scheduling meetings, managing a project timeline (see Appendix L), and one site visit (she lived in another state). The school librarian was focused and committed to following the process. This included the formation of a diverse and representative steering committee comprised of stakeholders that informed and served as advisors throughout the project. School Librarian SWOT Analysis and InterviewThe librarian was interviewed using an instrument that included a traditional SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis as part of the interview. StrengthsThe school librarian identified five primary strengths – physical space; virtual space on the school website with online subscriptions accessible under the “Student” tab on the home page (OPAC, e-book collection, etc.), school & library Twitter feed is on homepage; relationships with stakeholders especially staff; collaboration with students and staff; leadership; and access to resources. WeaknessesThere were three major weaknesses, and all were ironically related in some way to gaps related to her identified strengths. First, both her physical and virtual spaces needed significant updating – her furniture, carpet, and shelving were very old, and her website was very basic and not used very often. Second, were gaps in her relationships and collaboration with school leadership, parents, and with teachers about their needs and priorities. Lastly, was access to resources – while the school library was open, students could not access the library during fixed classes and many of them were not able to access online resources either because they did not have internet at home.Opportunities The school library had an A/B week fixed/flex schedule because the rest of their “specials teachers” were shared with other schools. In the past, the school librarian advocated for this schedule, so she would have open access for students. The good news was it worked but the bad news was that teachers ended up not scheduling time with the school librarian as a resource to support their instruction. ThreatsFirst, in other schools, parts of the library have been repurposed, but this had not happened at her school despite it being a trend in the district. This concerned her greatly. Second, was time – it always seemed to threaten collaboration because there was never enough time. Lastly, with lack of funding, she could not update resources and did not feel she was a priority.Primary Tasks: What do you think your primary tasks as a school librarian should be? The school librarian felt that her primary tasks should be 1) teaching students (formally and informally) at approximately 40% of her time. The rest of her time would be split evenly between 2) collaboration with staff (20%), 3) collection development (20%), and 4) school-wide library programming (20%, e.g. managing online programs, planning & executing OBOS & other programs).Impacting Student Learning: To what extent does your current work impact student learning? How could you have a greater impact on student learning?She felt that her greatest contribution to student learning was helping to create a school-wide celebration of reading throughout the year. Also, open access hours (when she did not have a fixed scheduled class), maintaining a collection of books in many genres that students want to read, and teaching 3rd-5th grade digital literacy contributed to student learning. She thought, however, that she could impact student learning more effectively by teaching digital literacy in every grade and teaching inquiry more thoroughly. She also wanted to give formative assessments in inquiry/information skills to evaluate student growth throughout the next school year.Interviews with Administration and TeachersInterviewees were effusive in their praise of the school librarian, and both student and adult surveys indicated that stakeholders were satisfied with library services. The strengths of the library included the librarian who collaborates with teachers to support student learning, has developed strong relationships with students that promote reading enjoyment, the collection contains books that promote a love for reading, and the library was a welcoming and accessible environment.Major weaknesses centered on resources and communication: Teacher access to digital resources, Student access to updated technology, Communication with parents and staff, Website content, and Physical space (especially seating and updated decor).Survey ResponsesSatisfaction with Library ServicesSatisfaction with the library differed between adults and students. Over 80% of adult participants rated their satisfaction level either a 7 out of 7 (extremely satisfied, 60%), 6 (15%), or 5 (8%). Students in grades 2-5 were also satisfied, however, not quite at the levels of the adults - 44% rating their satisfaction a 7, 25% rating it a 6, and 10% rating it a 5.Satisfaction with Physical and Virtual Resources“I have no clue about what digital resources are available in the school besides the Chromebooks, and I don't know where those are kept and the procedure for getting them” (Teacher, 2016).Survey participants noted that the library’s print book collection was a strength and that it was also welcoming and accessible. Four primary opportunities for improvement were identified –technology that met the needs of 21st century learners, digital resources, print collection supporting current curriculum, and the library website. Students were also generally satisfied, however, approximately half of 2-5 graders who responded (n=154) noted, “they would like more books in the library.” Over 70% of student participants did not appear to use the school library website.Leadership and Collaboration“(she) has always taken time to make personal recommendations on books to my children.”Teachers identified three primary strengths of the librarian: her relationships with staff, proactive collaboration, and lessons supporting the curriculum. The one primary area of improvement was communicating available services to teachers and parents.Major FindingsSchool stakeholders clearly valued their library. Ninety-five percent of survey respondents and all members of the parent focus group agreed that the library should be given an annual budget to purchase new, award-winning books for the students (instead of having to rely on fundraisers exclusively). They emphasized that they had no idea that this was not already the case and immediately volunteered to advocate for the library direction to school administration. Stakeholders agreed that the library should spend more of its budget on print books than e-books, which complements current research supporting the use of print books over e-books in schools. In addition, 95% of survey respondents agreed that the library should be given an annual budget to purchase new technologies to help close the digital/technology divide for some students who do not have access to these from home. Major Opportunities Identified in Needs AssessmentFive major opportunities were identified overall through School 1’s need assessment: 1) Create a library website that supports student learning through providing resources for teachers, students, and information for parents on how to access library services; 2) Engage parents as library advocates and funding sources (PTA) through communicating services (esp. Big Universe) and providing opportunities to visit the library; 3) Build print collection with current, curriculum-relevant print titles; 4) Update technology; and 5) Update the library’s physical space.The Strategic PlanThe strategic plan was developed by the steering committee during a half-day meeting. Committee members were broken into small groups and asked to identify five primary elements of a strategic plan for the school – vision, mission, core values, core competencies, and short and long-term goals, objectives, and tactics. The vision statement represents the ideal future that the organization is striving for every day and is often short and used as a tagline; the mission statement represents the daily activity that will ultimately lead to achieving the vision. Core values reflect the fundamental tenets that serve as the foundation of the organization’s culture and work environment. Core competencies represent the organization’s primary services and resources; while libraries must serve everyone, it is essential that library identifies what it wants to specialize in and be known for so that resources can be prioritized in these areas. The goals reflect 3-5 highest priority goals to be achieved over the next 3-5 years. The objectives reflect the sub goals or stepping stones that are needed to accomplish each goal and the activities or tactics are specifically what the organization will do. Dates and specific measurable inputs, outputs, and outcomes are also important. See Appendix M.The Vision Statement was, “the XX Elementary Library seeks to invite the community to independently explore their unique strengths and interests in a safe, nurturing, 21st century environment.” The Mission Statement was, “to provide current resources to empower the community to become self-reliant, responsible, and life-long users of information.” The Values were The Library is the Place to Be, Patrons Come First, and Library Resources that Inspire Curiosity and Ignite Learning. The Core Competencies were Relationships with students that foster reading enthusiasm through discussions, recommendations, and connecting readers with similar interests, Collaboration with teachers that supports classroom instruction and encourages the use of the latest award-winning literature, a welcoming environment, and a print collection that motivates students to keep reading.School 1 identified five high priority goals. Goal 1 was High-quality, high interest, awarding winning book collection by June 2019, Goal 2 was Inspirational literary experiences throughout the year to foster the on-going development of a reading culture at XX Elementary by June 2019, Goal 3 was Effective, award-winning digital resources and current, relevant technology for advancing the learning goals of 21st century learners, Goal 4 was Modern, comfortable, kid-friendly library space by June 2019, and Goal 5 was Timely connection with XX Library community using a variety of communication tools by December 2019.Aligning Needs Assessment Findings and Strategic GoalsTable 1 shows how the needs assessment priorities were addressed in the strategic goals.Insert Table SEQ Table \* ARABIC 1 - Needs Assessment Priorities Addressed by Strategic PlanSchool 2 FindingsSchool Librarian SWOT Analysis and InterviewThe school librarian for School 2 wanted her students to be lifelong readers and learners and to understand how to use resources. She felt some of her biggest challenges and concerns were lack of stakeholder understanding of what a library could be and do for them. The school’s overall low reading scores suggested that many of her students were having a difficult time reading in general and did not necessarily like to read.Using ALA’s rubric for conducting a SWOT analysis (AASL 2009) which introduces sub questions for each category, the school librarian outlined her library’s strengths, weaknesses, opportunities, and threats. In terms of strengths, she felt her primary contributions to her school community included it being clean and attractive, with a good collection, and easy to access for teachers and students. Also, as she noted one of her greatest strengths is that “I organize like a fiend. I can look at a space, see the possibilities, and create a long-range plan for accomplishing the plan.”In terms of weaknesses, there are gaps in her collection (e.g. lower level chapter books and non-fiction) and the previous librarian did not properly catalog her collection leading to a lot of material having been checked out, are missing, and were not properly inventoried when they were returned. She also recognized she could be more patient with patrons as she feels very rushed due to the disorganization she inherited (it was her first year in the position). She also feels that her stakeholders - administration, teachers, students, parents, district – do not have a good understanding of what she and the library could do for them. They understand the traditional role of a school librarian but not what school libraries can be in the future. As she noted, “I provide regularly scheduled relief for teachers during the school day so that they can have planning. They do not understand that there is an entirely different job that takes place in the background. Purchasing, cataloging, planning programs.” Her principal seems to have an inkling that the current way they are using the school librarian is not entirely appropriate but does not know how to fix it. She finds that no matter how much extra she works after school and on weekends she is unable to both teach most of the day and get the administrative part her job requirements done. In her opinion, “I don't think any of them have an understanding for what I could do if I was fully flex (or even partially) and I haven’t had time to educate them on this.” Space and privacy are also issues as her library has a door on both ends and people frequently use it as a hallway and they come in talking loudly while classes are in session. In terms of opportunities, if she had additional resources she would be able to work with the teachers and students in a different way like through research projects, creative outlets, etc. She would like to be able to also hold parent reading classes, work with preschool classes, and hold more contests & clubs. She also could use more books and magazines that are either bilingual and especially in Spanish. She wrote a Donors Choose grant for stationary bikes so they could do a read and ride program and it recently was funded. Also, once she gets her inventory under control, she would like to be able to do some after-school activities with parents and/or students for helping them become reading households.A major threat to her and her school library is the continuing disconnect between teaching classes and doing all the other work required of a librarian. In addition, she does not feel her administration has a strong grasp of how the library can help impact student achievement despite continuing to share research reports that a close relationship exists. Another major threat is the state’s mandated class-sizes, which threatens available funding for “specialists” like her librarian position. She is concerned that she is seen more as a specialist that helps provide planning time for teachers and not a resource for the entire school. She does have a budget because of their school’s Title I status as well as a national IAL grant that the school received before she started.School Administrator and Teacher InterviewsThree interviews were conducted by the school librarian with the superintendent of schools, the principal, and assistant principal. In addition, four teachers were also interviewed. Overall, the administrators’ “experiences have been positive with school libraries they have worked with in the past”. One noted that the most successful school libraries they had seen was “when the library was at the center of literacy for school” (school administrator, 2017). Their overall expectations for the school library focused on five primary goals: 1) A welcoming environment that develops the love of reading in students, supports teachers with resources needed for classroom instruction, 2) Digital literacy instruction, 3) Be open all day, 4) Collection development, and 5) Diverse programming that includes the community, citizenship instruction, guest speakers, and learning activities that involve creativity and exploration.Administrators felt the primary goals of the School 2 Library should focus on growing a student’s love of reading, which automatically builds lifelong learning skills both academically and emotionally. This helps them see at an early age how reading is beneficial to their lives as well as enjoyable and fun. The school library could help do this in three primary ways: 1) providing literacy instruction, 2) delivering appropriate resources for students and teachers, and 3) creating a welcoming environment that grows a love of reading and learning. All three administrators, however, felt that most administrators and teachers did not clearly understand how school libraries could best help their schools because there is a lack of knowledge among administrators and teachers about what school librarians and libraries can do for their schools, and how they contribute to attaining a school’s goals. Teachers felt the primary goals of the library should be the promotion of reading for pleasure and providing resources for class projects for students to use to help build that love of reading and learning. The resources the library provides for individuals and classes help open their eyes to a world that exists beyond the classroom walls. They were divergent in their opinions on how well their school libraries were equipped with the resources they needed. One felt that in general school libraries were poorly equipped while another felt they were “okay.” The last participant felt they were doing just fine. Teachers were unsure how to respond to this question although three of the four felt their school library was well resourced while the fourth felt it was not. All three administrators felt that reading and their school library were extremely important to elementary school students. In fact, as one noted, it was the librarian who was the most important in helping the school library serve as a resource for students and teachers in meeting needs and creating a school-wide reading culture that not only happens at school but carries over to their home life. They all also agreed that reading for pleasure was essential in developing and growing a love of reading. It takes teachers and librarians to help students hone their reading skills and see reading as an enjoyable pastime and not a chore. Two of three administrators also indicated they were aware of the growing body of research that found that reading print books led to increased learning and retention in comparison to e-books (Alexander & Singer, 2017; Zhang & Kudva, 2014; Mangen, Walgermo, & Bronnick, 2013). One administrator, however, was not aware of this.The administrators also felt that most of their students (100% free and reduced lunch) did not visit the public library, emphasizing how important school libraries were to the students they serve. In terms of strengths and opportunities for improvement at the School 2 library, strengths included a good and balanced collection, a forward-thinking librarian that is connecting students to the resources available to them there. The teachers felt that the strengths of the library included it being well organized, having a variety of resources (print, media, and technology) and it being a welcoming space. The administrators felt that opportunities included bringing in more technology, planning with teachers, and adjusting to the ever-changing role of the librarian. For teachers, opportunities included increasing foreign language (Spanish in particular) books, more time for students to visit the library, and incorporating reading strategies.In terms of physical space and access to the library, all three administrators agreed that their ideal library would be open more hours, offer a flexible schedule to allow more students to come in and read beyond the assigned class visit, and provide comfortable reading areas for students. For teachers, their ideal space would be a welcoming and comfortable space that promotes reading and learning in a variety of ways with a variety of resources would help achieve the school’s mission. When students feel welcomed and safe they will want to return to the library. The administrators also would like the school librarian to increase her collaboration with teachers in planning lessons, offering supplemental resources to enhance the class lessons, and providing literacy instruction. For teachers, a collaboration between the teacher and the librarian would involve providing different resources for use in classroom instruction, meeting with departments for lesson planning, and supporting classroom projects. The librarian brings a different perspective that can help teachers enhance their lessons. The library is seen as an extension of the classroom. Respondents would like library support via resources to supplement the classroom lessons and supporting classroom standards.In addition, all teachers had a classroom library but were hesitant to join their libraries with the main school library. The reasons for hesitation included the library not having enough room for all classroom library materials, potential for disarray, and the library not having leveled reading materials that the classrooms have. It is important to note that the leveled readers go against the self-selection ideas that the librarian promotes. The administrators all agreed that the school librarian had a significant impact on student learning by providing a welcoming environment for students and sharing her excitement about reading and books is vital to having a positive impact on student academic growth. One school administrator, who was just starting, noted as well that ideally, the school librarian would have a “full-time media assistant to do clerical tasks so librarian could spend more time with students.”In terms of how the school librarian should be spending her time, the respondents saw the librarian wearing many hats throughout her day. The schedule provided by the librarian shows each day being primarily filled by class visits and instruction, pushing other responsibilities like managing resources, planning other activities, and ordering to before and after school. Additional staff would lessen the pull on the librarian with competing responsibilities. Administrators felt that the ideal vision for what School 2’s school library could become was for the library to be the true center of learning for the school, a hub of activity, creativity, and learning that students are excited about visiting. For teachers, the ideal vision for the future of the library included it being a place that provides high-quality resources (print and media) for students and teachers. The teachers noted the librarian’s current improvements and they wanted the librarian to continue that trajectory. Their top goals for the library in the coming years included 1) expanding the collection, 2) growing the foreign language selections, 3) including more technology opportunities, and 4) providing more give away books for students.Survey DataThe survey participants were primarily teachers (50%, n=7) and school staff (36%, n=5) along with one school administrator and one parent. Participants were satisfied with the library’s meeting space (77% rated either 5 or higher on a scale of 1-7, 1=disagree, 7=agree) and books and other materials (77%) but less so with its technology, individualized learning spaces, and use of volunteers or space for tutoring. In terms of collaborating with the librarian, participants were very satisfied with teaching resources (83%) and technology support (84%) but felt instructional collaboration (67%) could be improved. In terms of the importance of the library and its resources and services, books were ranked the highest (5 on a scale from 1-5 in importance) followed by teaching resources (4.2), meeting space (3.8), technology (3.7), and individualized learning spaces (3.3). As one participant commented, “When I was a student, a library always felt like an oasis. I hope that our Media Centers of the present (and of the future) feel that way for our students” (survey respondent, November 2017). In terms of importance when using the library, help from the library staff was rated the highest (4.3 out of 5.0) followed by a space to read (4.2), instructional support (4.0), and volunteers or volunteering (3.3).In terms of actual library performance, the library was meeting the expectations of participants for finding resources and learning how to use the library (92%) and getting help on a project (85%). Areas for improvement focused on the library’s environment as a place to read or study (69%) or socialize with friends (58%). Participants did feel the library was meeting the needs of students through providing reading material for pleasure and coursework (90%), its makerspace (87%), and providing access to technology (82%).Finally, participants were asked how the school library contributes to student academic achievement. This question was asked to help reinforce and clarify the role of the school library in this fundamental goal for students and the school. Both digital and reading literacy were rated the highest at 100% followed by access to quality collections and culturally relevant services and resources (92%), a place to read, work, and study (83%), and a place to access to technology (83%). Less important for participants was serving as a place to collaborate and socialize (67%). As one participant noted, “Given the growing diversity of our culture (and sadly, the animosity towards that diversity), I think that it is CRITICAL for Media Centers to provide access to the most current (and unbiased) culturally relevant resources” (survey respondent, November 2017).Major Findings from Needs AssessmentThe stakeholders focused on five major areas of need:1) Library as Place – the school library should be the hub of the school and place to go for a wide array of purposes including a welcoming place to read, socialize, study, and find resources that supplement their classroom assignments2) Grow a Love of Reading and Learning – as one administrator noted, it starts with a love of reading then becomes a love of learning for the rest of their lives3) Educate School Community on What the Library Can Do – all stakeholders agreed that most people are not fully aware of what a school library can do for the entire community and how they contribute to schools attaining their goals4) Literacy Instruction – teach teachers and incorporating similar reading strategies that reinforce what teachers are trying to do; and, 5) Increased Library Resources – more foreign language books, a full-time library assistant, more high-quality print, media, digital, and technology resources, more books for students to take home for free.Strategic PlanA strategic plan was crafted by the school librarian and research team designed to meet the high priority needs identified by the needs assessment. The following reflects the first ever strategic plan by School 2: Vision: Serving. Supporting. Empowering. Mission: Empowering students to be vital citizens today and tomorrow. Core Values: Reading is an adventure not an assignment, Welcoming and comfortable place, Student driven choice in reading materials, high-quality and patron driven collection and technology, and 21st century and digital literacy skills. Core Competencies: We provide a variety of high-quality books for patrons, Library as place, Go to place for teachers, and a Place of learning.Four high priority goals were identified: Goal 1 is High-quality collection that empowers students and teachers by spring 2020. This goal’s objectives included: Current age of collection within 10 years, Technology resources, Teacher and student driven collection, Pleasure reading in different mediums. Goal 2 is State-of-the-art and relevant technology resources by spring 2018. Goal 2’s objectives include technology available in-house. Goal 3 is Library as a Place by Fall 2017 and its objective is to become a Mixed-use space that is welcoming, innovative, and interactive, a Place for students to go for a variety of activities, and the Go to place for teachers. Finally, Goal 4 is Library as a place of learning by Fall 2017. See Appendix N.Alignment between Needs Assessment and Strategic GoalsThe table shows how the School 2’s strategic plan aligns directly with the priorities identified in the needs assessment:Insert Table SEQ Table \* ARABIC 2 - School 2 Needs Assessment Priorities Addressed by Strategic PlanDiscussionDiscussion around the core meaning and implications of our study’s findings are framed through the potential answers to our three research questions. Research Question 1: What are the benefits of strategic planning for a school library? The first benefit was establishing a clearer focus on what the school librarians wanted to accomplish. They both spoke to how the process allowed them to take their visions from the abstract and “theoretical” to the very specific and, probably most significantly, this also occurred with school stakeholders too. As one librarian noted:Answering questions helped the staff better understand what could and should happen in the library. This was a bit of a subversive training for them. I didn't have to sound preachy, but the more thoughtful participants were able to make connections. One who was particularly bad about walking through the library stopped and made several comments about not having seen the library as my classroom before the survey (School Librarian 2, April 2018).The second benefit was building community around how the school library could help everyone in the school. One librarian called it “built-in advocacy”, which was especially important because school librarians usually are by themselves. The planning process caused everyone in the school to think about and discuss the library. One school librarian observed:Sometimes, being the only person who does a job in a school can feel isolating.? The strategic planning process was a community event. It helped to find out what was going well and what still needed to be addressed in the eyes of most of the people in the school.? The plan took the guesswork out of how to meet the needs of stakeholders. The objective process was really helpful and remains the driving force of the work done in the library (School Librarian 1, April 2018).Specifically, several parents participating on School 1’s steering committee expressed they had no idea that their children’s school library did not have a dedicated annual budget. This was particularly concerning for them because they naturally desired their children have access to contemporary, award-winning, and free books at their school library. One of the parents was also president of the PTA and, because of their participation in the school library’s strategic planning committee process, they held a separate meeting with the principal about their concerns. The school library was subsequently given a dedicated book budget. As the School 1 librarian noted, “… the plan has moved the library from me to we. I have multiple people from students to parents to staff to local members of the community who now consider themselves advocates for the Library. They talk to people in the community about the library in their families, churches, and businesses. They "have a story to market" (School Librarian 1, April 2018)”. Research Question 2: What are the stakeholder needs of elementary school libraries?There was significant commonality with the findings of both elementary school needs assessment results, which highlights the needs and what is considered important for school library stakeholders. There were six primary needs identified: 1) Library as Place – the school library should be the hub of the school and place to go for a wide array of purposes. This includes being a welcoming place to read, socialize, study for everyone as well as a find authoritative resources that supplement classroom assignments and student learning. There was a need for renovation and updated physical space at both libraries to accommodate this updated vision for their school libraries; 2) Library as Digital Space – update technology and create a library website that provides relevant and high quality digital resources for teacher, students, and parents; 3) Grow a Love of Reading and Learning – as one administrator noted, it starts with a love of reading that then becomes a love of learning for the rest of their lives; 4) Educate School Community on What the Librarian and Library Can Do – all stakeholders agreed that most people are not fully aware of what a school library can do for the entire community and how they contribute to helping attain a school’s goals. The librarians want to be more than just “relief” for teachers and there are a lot of potential advocates, especially parents, for the library if they better understood its value; 5) Literacy Instruction and Resources – help teach teachers and incorporate similar reading strategies that reinforce what teachers are trying to do and support the curriculum; and, 6) Increased Library Resources – provide more foreign language books, a full-time library assistant, more high-quality print, media, digital, and technology resources, and more books for students to take home for free.Research Question 3: How can strategic planning help school libraries meet these needs?Strategic planning helped “get everyone on the same page.” As the School 1 librarian noted: The strategic plan gave our community a renewed focus.? Over the course of the last few years, the library has been a driving force for school-wide programs and slowly, the culture of the school is changing to a more literary focus (i.e. students are reading more, author visits, etc.).? The school’s community (students, staff, parents, administrators) is making the shift and the strategic plan has been the fuel to keep the change moving forward” (School Librarian 1, April 2018). It also helped with fundraising as the library now has a crystal-clear picture and “story to market.” More specifically, “The planning process focus(es) school stakeholders on the library, how its activities meet needs, what needs are not being met, multiple viewpoints of what the actual needs are, and where the library should head in the future.? It gets people thinking and talking about the library.” The School Librarian 2 agreed and reflected:Answering questions helped the staff better understand what could and should happen in the library. Furthermore, I'm thinking the same is true in many places - we cannot afford to be silent. The strategic planning process helps the librarian know what things need to be advocated for because he/she has to organize their personal thoughts about the library. In addition, it helps the stakeholders better understand it's purpose and potential by working as an advocacy tool in addition to its other purposes (School 2 Librarian, April 2018).Some Final Thoughts from the LibrariansSchool Librarian 1 noted how the strategic plan and renewed focus of her school library have made them an agent of positive change. See Appendix O for her complete quotes. School Librarian 2 would like to see strategic planning be implemented at more schools and at an even higher level, “…let’s not stop at individual?libraries. I'd love to see districts?do one. Then individual libraries could take the district one and tweak it (and the surveys, questions, etc.). But there would be one for libraries whose librarians can't/won't find the time. I'd like to make this part of what (our association) can help librarians do for their libraries” (School Librarian 2, April 2018).?See Appendix P.One important question they addressed was whether the strategic planning process was worth all the effort they put into it. School Librarian 2 definitely felt it was worth it but with some caveats, “Yes, but I do think we've got to make it clear (especially to elementary librarians) how much time this takes. I'm also not sure that 1) new librarians or 2) librarians in their first year at a school should take this on. Having some strong relationships with other school personnel at the beginning of the process?would have been beneficial.” She also felt that this process was even more valuable because she is in a Title 1 school, “I'm also thinking this is of even greater value to libraries like mine where the school is failing. We are the ones that really need to show how valuable the library/librarian is to the school. More affluent/high achieving schools aren't looking to make the wholesale changes that low performing schools are” (School Librarian 2).School Librarian 1 also agreed it was worth it although it was time consuming, “I would compare it to prepping on a component of National Boards.” School Librarian 2 does believe strongly that this could be an essential tool for all school libraries, “…if this idea starts spreading and librarians take on the challenge of developing 5-year plans, it will be a grassroots advocacy method to get the word out about the effectiveness of libraries and librarians in communities throughout the state” (School Librarian 2, April 2018).ConclusionDeveloping a strategic plan is a lot of work. The entire process is outlined in Appendix Q. The return on investment of time and energy, however, pays dividends many times over. It starts with beginning an ongoing dialogue with school library stakeholders – what is important to them and what are their highest priority needs (not specific to the library either)? This builds relationships as everyone likes to be asked what is important to them; more importantly, however, is that these conversations go both ways and the very act of thinking about what an ideal library might look like helps establish a clearer picture in everyone’s minds. This is part education and part advocacy. From these discussions and overall needs assessment results, specific priorities can be identified, and this helps direct the school librarian in establishing a clearer vision and direction in both the short and long-term. Lastly, having a clear plan and pathway towards achieving a strategic vision unites different stakeholders that often have disparate goals. The plan helps everyone understand what is most important for the entire school and clearly delineates how the library is directly aligned to supporting them in accomplishing their high priority goals. This helps change the discussion and focus away from what the school librarian wants to accomplish on her/his own to the creation of a collaborative vision crafted by the entire school community that helps move the vision of the future from “Me to We.”Works CitedAmerican Association of School Librarians. (2009). Empowering learners: Guidelines for school library programs. Chicago, Ill: American Association of School Librarians.Bell, Les. “Strategic planning and school management: full of sound and fury, signifying nothing?” Journal of Educational Administration, 40, 5, 407-424, 2002.Buck, William. “Providing Help in Hard Times: A Blueprint for Successful Strategic Planning,” Journal of Library Administration, 56, 2, 199-208, 2016Chow, Anthony and Bucknall, Tim. (2011). Library Technology and User Services”. Cambridge: Chandos, 2011.Chow, Anthony, Smith, Nina, and Watterman, Amy. Planning???Our???Future???Together: Strategic???Planning???for Title???I???Elementary???School???Library, North Carolina School Library Media Association Annual Conference, October 5, 2017, Winston-Salem, NC.Fernandez, Kenneth E. “Evaluating School Improvement Plans and their Affect on Academic Performance,” Educational Policy, 25, 2, 338-367, 2011.Hand, Doris. YOU DON'T HAVE TIME NOT TO ADVOCATE. Library Media Connection, 33(5), 24-26, 2015.Haug, Ralph and Krabbenhoft, Alan. Historical Contributions of Strategic Planning Systems. Conflict Resolution & Negotiation Journal, 2016(1), 65, 2016.Nelson, Sandra. Strategic Planning for Results. Chicago: ALA Editions of the American Library Association, 2008.Reitz, J. M. Dictionary for library and information science. Westport, Conn: Libraries, Unlimited, 2004.Taylor-Powell, Ellen. “Questionnaire Design: Asking questions with a purpose,” The University of Wisconsin Extension Program, May 1998, , Tracey. STRATEGIC LONG-RANGE PLANNING. Library Media Connection, 31(2), 22-24, 2012.Table 1 - Needs Assessment Priorities Addressed by Strategic PlanNeeds Assessment PrioritiesStrategic Goal Addressing Need in Priority Order1) Create a library website that supports student learning through providing resources for teachers, students, and information for parents on how to access library services; 3. Effective, award-winning digital resources and current, relevant technology for advancing the learning goals of 21st century learners; 5. Timely connection with XX Library community using a variety of communication tools by December 20162) Engage parents as potential library advocates and funding sources (PTA) through communicating services (esp. Big Universe) and providing opportunities to visit the library; 2. Inspirational literary experiences throughout the year to foster the on-going development of a reading culture at XX Elementary by June 2019; 5. Timely connection with Cameron Library community using a variety of communication tools by December 20163) Build print collection with current, curriculum-relevant print titles; 1. High quality, high interest, awarding winning book collection by June 20194) Update technology in the library; 3. Effective, award-winning digital resources and current, relevant technology for advancing the learning goals of 21st century learners5) Update library’s physical space.4. Modern, comfortable, kid-friendly library space by June 2019Table SEQ Table \* ARABIC 2 - School 2 Needs Assessment Priorities Addressed by Strategic PlanNeeds Assessment PrioritiesStrategic Goal Addressing Need in Priority Order1) Growing a student’s love of reading Goal 1 - High quality collection that empowers students and teachers by spring 2020. 2) Creating a welcoming environment that grows a love of reading and learning.Goal 3 is Library as Place by Fall 20173) Increase collaboration with teachersGoal 3 is Library as Place by Fall 20174) Update technology in the library; Goal 2 is State-of-the-art and relevant technology resources by spring 20185) Center of learning for the school, a hub of activity, creativity, and learning Goal 4 is Library as a place of learning by Fall 2017Appendix A – School 1 General Interview QuestionsWhat is your personal experience with libraries?As a parent, what are your expectations of your child’s school library?As a teacher, what were your expectations of your school’s library?What are the primary educational goals and/or priorities for X Elementary school students?In what ways can school libraries best help schools attain these goals/priorities?Do you feel that administrators and teachers clearly understand how school libraries can best help their schools attain these goals/priorities?To what extent do you feel that school libraries are equipped with the resources they need to help their schools attain these goals/priorities?Are you aware of the growing body of research that shows reading print books lead to higher levels of learning and retention than e-books?How important is basic reading literacy for elementary school students at X Elementary School? How best do school libraries help with this?How do you feel about independent reading incentives and what do you think their effect is on the literacy goals on an elementary school?How satisfied are you with the quality of the services provided by the library at X Elementary? What do feel are its major strengths and opportunities for improvement?Ideally, how would the physical space of the library be used to help accomplish the school’s mission?Does the school library have the technology, print materials, and digital resources needed to support twenty-first century students?How would you like to see the librarian collaborating with teachers?What impact does the librarian have on student learning at X Elementary?Does the librarian have access to the materials, resources, and professional development needed to deliver high quality library services to the students and staff of X Elementary?How would you like to see the librarian using her time? ?If possible, describe tasks by the percentage of time she should spend completing them. What is your vision for the future of X Elementary Media Center?Appendix B – Teacher Interview QuestionsWhat are the primary educational goals for your school?How can the library best help your school attain those goals?To what extent do you feel that the school library is equipped with the resources needed to help your school attain those goals?Does the school library have the technology, print materials, and digital resources needed to support twenty-first century students?How satisfied are you with the quality of the services provided by the library at X Elementary? What do feel are its major strengths and opportunities for improvement?Ideally, how would the physical space of the library be used to help accomplish the school’s mission?How would you like to see the librarian collaborating with teachers?Are there any other ways that you would like the library or librarian to support your classroom instruction?What is your vision for the future of X Elementary Media Center?What are your top 3 goals for the library in the coming years?Appendix C – Librarian Interview QuestionsThis diagram from ALA provides ideas about what to consider when completing a SWOT analysis related to a library program. I thought it might provide you with some direction when answering the questions. Another thing to think about is that strengths and weaknesses are generally seen as internal, while opportunities and threats stem primarily from external sources (for example, a professional development class might be an opportunity from an external source). 1. What are the strengths, weaknesses, opportunities, and threats to the library program?STRENGTHSWhat are your library’s strongest contributions to your community? What does your library do that no one else does?What do your users like best about your library?WEAKNESSESIn what areas does your library have fewer resources than you need?What else needs improvement? What do your users wish you did better? OPPORTUNITIESWhat could you do if only your library had the resources to do it?What is happening in the world now that you would like to take advantage of? How can your strengths open doors to opportunities for your library?THREATSWhat is happening in the world that could impact your library negatively? What library services are provided elsewhere with greater ease for users? What weaknesses leave you vulnerable to cuts in or competition for your services? 2. What do you think that your primary tasks as a school librarian should be? If possible, indicate what percent of your time you should spend doing various tasks. (For example, “One of my primary tasks is teaching students. I should spend about 30 percent of my time teaching classes.”) 3. To what extent does your current work impact student learning? How could you have a greater impact on student learning?Appendix D – Parent Focus Group QuestionsWhat are your primary educational goals for your children?How can school libraries best help your children attain those goals?How satisfied are you with the quality of the library services at X? What are the library’s strengths? What are some areas in which you’d like to see improvements?To what extent are you aware of the services and resources that the library provides?How would you like to see the librarian communicating and collaborating with parents?What resources would you like for your child to have access to at the school library (including books, digital resources, and technology)?What are your top goals for the library?Appendix E – Elementary School Student Focus Group Protocol and QuestionsDear Focus Group Moderator: Thanks for volunteering your time to help us conduct a needs assessment for the X Elementary Library! We appreciate your contribution to our project. Please be sure to record the session. X will provide you with the necessary technology. Here are some tips for successful focus group moderation (from Duke Assessment): The focus group moderator has a responsibility to adequately cover all prepared questions within the time allotted. S/he also has a responsibility to get all participants to talk and fully explain their answers. Some helpful probes include: ? “Can you talk about that more?” ? “Help me understand what you mean” ? “Can you give an example?” ‰ It is good moderator practice to paraphrase and summarize long, complex or ambiguous comments. It demonstrates active listening and clarifies the comment for everyone in the group. ‰ Because the moderator holds a position of authority and perceived influence, s/he must remain neutral, refraining from nodding/raising eyebrows, agreeing/disagreeing, or praising/denigrating any comment made. ‰ A moderator must tactfully deal with challenging participants. Here are some appropriate strategies: ? Self-appointed experts: “Thank you. What do other people think?” ? The dominator: “Let’s have some other comments.” ?The rambler: Stop eye contact; look at your watch; jump in at their inhale. ? The shy participant: Make eye contact; call on them; smile at them. ? The participant who talks very quietly: Ask them to repeat their response more loudly. Once the children arrive, please read the following: Thanks for coming today to talk with us about the X Elementary Media Center. The librarian is doing a needs assessment of the media center to determine what is working well and what could be improved. We are asking parents, teachers, principals, and counselors--even the superintendent!--to tell us their thoughts about the X Elementary Media Center. You have a really valuable perspective about the library as students, so today we want to ask you some questions. Please be honest! We are going to record it so that the people who are creating the media center plan can listen to your ideas later. How do you use the X Elementary library? (If students need more prompting, you may ask “What do you do in the X Elementary library?”)What kind of things have you learned from the school librarian?Describe the school library of your dreams. How does the librarian or the library help you succeed in school?If a school librarian was going to be most helpful to students, what would she or he spend the day doing?What do you like best about the library?What would you improve about the library? What do you think are the most important things for a school librarian to do?Describe how you feel when you are in the library?What is your opinion about the school wide programs that library has like One Book One School, author visits, and the Million Word board?What do you think about the library schedule?Describe how you use technology (device/online sites) in the library.For those of you who have been at X since you were in kindergarten, do you think the library meets the needs of students from kindergarten all the way through to 4th or 5th grade?If you have gone to other elementary schools, is there something that you liked about your other library that you wish we did at the X Library?Appendix F – Elementary School Teacher and Staff Focus Group Questions1. What is your primary role in the school?Classroom TeacherAdministratorStudent Support ServicesParentOther _______________2. What grade do you primarily serve?K12345I work with students from all grades3. Please indicate your overall satisfaction with library services at X Elementary School. Very dissatisfiedSomewhat dissatisfied Neither satisfied nor dissatisfied Somewhat satisfied Very satisfied Please indicate the extent to which you agree with the following statements: (1 = strongly disagree, 7 = strongly agree)Physical & Virtual Space of the Media CenterThe media center is easily accessible to students. The media center is welcoming to students.The technology in the media center meets the needs of 21st century learners. The media center’s website supports student learning. Please elaborate on your ratings:School Librarian Primary TasksThe primary tasks of the school librarian should be to:Develop a relevant book collection that reflects the needs and specific interests of our students.Weed and remove books that are not being used.Closely collaborate with teachers to understand their specific needs and ensure the appropriate resources and services are provided.Reimagine and redesign the library to reflect a 21st century social learning space.Identify innovative technology hardware and software that both facilitates and supplements students and teachers in the learning process.Oversee school library website to provide online access to the catalog and other quality teaching and learning resources.Primarily provide direct IT support for the entire school.Primarily teach research and information literacy classes.Please elaborate on your ratings:Access to ResourcesThe media center contains a collection of books that inspires a love of reading for my students. The media center contains print resources that support my curriculum. The media center provides access to digital resources that support my curriculum. Please elaborate on your ratings:Leadership and CollaborationI have a positive relationship with the librarian. The librarian provides me with professional development that enhances my classroom instruction.The librarian shares tools, strategies, and resources with me that enhance my classroom instruction.The librarian collaborates with me in planning instruction. Please elaborate on your ratings:Impact on Student LearningPlease indicate the impact that the librarian has on your students in the following areas: Scale Rating: 0-30=no impact1=indirect impact (the library offers materials and technology that indirectly impact student learning in this area)2=direct impact (the librarian interacts with student and/or staff to directly impact learning in this area) 3=critical impact (the librarian is the person in the school who has the most significant impact on learning in this area)Areas: Information Literacy (accessing, evaluating, and using information resources effectively) Technological Literacy (how to use technology) Digital Citizenship (safe, ethical use of technology) Reading comprehension Reading appreciation (fostering a love for reading)Please elaborate on your ratings:Please provide any additional comments about how the library can best serve the staff and students of X Elementary School.Appendix G – Elementary School Student Survey Questions (Grades K-2)1. What grade are you in?K12How do you feel about: The media centerThe books in the media centerThe technology in the media centerFinding information in the media centerFinding books in the media centerWhat you have learned from the librarian this yearFor each question, kids can circle face that corresponds to happy, no opinion, or sad? Appendix H – Elementary School Student Survey Questions (Grades 3-5)1. What grade are you in?3452. How happy are you with library services at your school?Very happySomewhat happy Neither happy nor unhappy Somewhat unhappy Very unhappy Check the box to show whether the following statements are true, somewhat true, or false. Physical & Virtual Space of the Media Center1.I can visit the media center when I need to. 2.I feel welcome in the media center. 3.I use the media center’s website. Access to Resources4. The media center has books that I enjoy reading.5.The media center has books that help me with school assignments. 6.The media center has technology that helps me with school assignments. Impact on Student Learning7.The librarian teaches me how to find information.8.The librarian teaches me how to use technology. 9.The librarian helps me become a better reader. 10.The librarian helps me find books that I enjoy reading. What are your favorite things about the library?What are some ways you would improve the library?Appendix I – School 2 Administrator Interview QuestionsWhat is your personal experience with libraries?As an administrator, what are your expectations of your school library?What are the primary educational goals and/or priorities for the students at your school?In what ways can school libraries best help schools attain these goals/priorities?Do you feel that administrators and teachers clearly understand how school libraries can best help their schools attain these goals/priorities?To what extent do you feel that school libraries are equipped with the resources they need to help their schools attain these goals/priorities?Are you aware of the growing body of research that shows reading print books lead to higher levels of learning and retention than e-books?How important is basic reading literacy for elementary school students? How best do school libraries help with this? (OPTIONAL: How do you feel about independent reading for pleasure and what do you think the effect is on the literacy of the student?)To what extent do you feel that elementary students go to the public library?How satisfied are you with the quality of the services provided by the library at the elementary school? What do feel are its major strengths and opportunities for improvement?Ideally, how would the physical space of the library be used to help accomplish the school’s mission?Does the school library have the technology, print materials, and digital resources needed to support twenty-first century students?How would you like to see the librarian collaborating with teachers?What impact does the librarian have on student learning?Does the librarian have access to the materials, resources, and professional development needed to deliver high quality library services to the students and staff?How would you like to see the librarian using her/his time? If possible, describe tasks by the percentage of time she should spend completing them. What is your vision for the future of the elementary school library?Appendix J - School 2 Librarian InterviewThis diagram from ALA provides ideas about what to consider when completing a SWOT analysis related to a library program. I thought it might provide you with some direction when answering the questions. Another thing to think about is that strengths and weaknesses are generally seen as internal, while opportunities and threats stem primarily from external sources (for example, a professional development class might be an opportunity from an external source). What is your ideal vision for your school library? What are your biggest challenges and concerns right now? STRENGTHSWhat are your library’s strongest contributions to your school community? What does your library do that no one else does? What do your users like best about your library?What do you think you do best? WEAKNESSESIn what areas does your library have fewer resources than you need?What else needs improvement?What do your users wish you did better? Do you feel that your users know and understand what you do, eg. administration, teachers, students, parents, district. OPPORTUNITIESWhat could you do if only your library had the resources to do it?Given your unique student population, are there resources that you can use in your library eg. bilingual resources and volunteers, list of high priority needs of spanish speaking community, cultural programs. What is happening in your community now that you would like to take advantage of? How can your strengths open doors to opportunities for your library?THREATSWhat is happening in the school community and district that could impact your library negatively?What library services are not provided that your users need?Does your school administration have a clear understanding of how the school library impacts student achievement? What weaknesses leave you vulnerable to cuts in or competition for your services? Do your other stakeholders have a clear understanding of how the school library impacts student achievement? (eg teachers, parents, students) Do you have a budget? Appendix K – School 2 School Community SurveyMy role within the xx community is:1Parent7.14%12Teacher50.00%73School Administration7.14%14District Administration0.00%05School Staff35.71%56Other0.00%0Total100%14To what extent do you agree with the following: My school library/media center meets my needs for...1Meeting Space2Technology3Books and Other Materials4Individualized Learning Space5Volunteers or VolunteeringThe librarian at my school meets my needs for...1Teaching Resources2Instructional Collaboration3Technology SupportPlease rank the following in terms of importance when using the school library:1Meeting Space2Individualized Learning Space3Technology4Teaching Resources5Books and Other Information Resources6OtherPlease rank the following in terms of importance when using the school library:1Instructional Support2Help from Library Staff3Volunteers/volunteering4Space to Read5OtherTo what extent do you agree with the following: The school library is meeting the needs of the students mostly through...1Getting help on a project from the librarian.2Finding resources needed for a specific class project.3Learning how to use a library.4A place to read or study.5Socializing with friends.6OtherThe school library meets the needs of the students by being a place to:1Create and interact through maker spaces/STEAM kits.2Access reading material for pleasure.3Access reading material for class assignments.4Access technology.5OtherTo what extent is the following important to student academic achievement:1Reading Literacy2Digital Literacy3Access to high quality, relevant reading material4A place to read, work, and study5A place to collaborate and socialize6Access to Technology7Access to Culturally Relevant Services and ResourcesAppendix L – Project Phases and TimelineTaskDuePersonStatusCommentsKickoff Planning Meeting5/10/2016TeamNeeds Assessment PreparationLiterature Review5/24/2017ongoingDevelop Interview Questions 6/1/2016Drafts SharedDevelop Survey Questions6/1/2016Drafts SharedDevelop Interview Questions for Students6/1/2016Drafts SharedIRB submission6/1/2016startedData Collection7/10/2016InterviewsDistrict Media Coordinator6/15/2016SuperintendentPrincipalAssistant PrincipalPTA presidentLeadership Team Chair4th grade teacher2nd grade teacherLibrarianEmailed this is ready for you wheneverFocus GroupsLeadership TeamStudents6/8/2016PTA Surveys: Student, Parent/Teacher/ and Self-Efficacy7/10/2016Design Survey6/15/2016Pilot Test Survey6/22/2016Launch Survey6/23/2016Preliminary Report7/10/2016Develop Strategic Plan (3-year plan)Establish steering committeeVision7/17/2016Mission7/17/2016Core Values7/17/2016Core Competencies7/17/2016High Priority Goals, Objectives, Tactics7/24/2016Share draft plan with stakeholdersFinalize Strategic Plan8/1/2016 Appendix M – School 1 Strategic Plan Vision: The XX Elementary Library seeks to invite the community to independently explore their unique strengths and interests in a safe, nurturing, 21st century environment.Mission: The mission of the XX Elementary Library is to provide current resources to empower the community to become self-reliant, responsible, and life-long users of information.Our Values:1. The Library is the Place to Be2. Patrons Come First3. Library Resources that Inspire Curiosity and Ignite Learning Competencies:Relationships with students that foster reading enthusiasm through discussions, recommendations, and connecting readers with similar interestsCollaboration with teachers that supports classroom instruction and encourages the use of the latest award-winning literatureA welcoming environment A print collection that motivates students to keep readingGoals, Objectives, & ActivitiesHigh quality, high interest, awarding winning book collection by June 2019Secure budget (Ongoing annually) 1.2. Develop book budget of high quality, high interest, awarding winning books (Ongoing annually)1.3. Cameron Elementary will increase the quality and vibrancy of the book collection using the weeding process.Inspirational literary experiences throughout the year to foster the on-going development of a reading culture at Cameron Elementary by June 2019Cameron Elementary Library will continue to secure funding for One Book One School by October 2016.Author visits for all studentsElementary Battle of the BooksGive 5 Read 5.Effective, award-winning digital resources and current, relevant technology for advancing the learning goals of 21st century learnersCameron Elementary Library will increase and advertise digital resources. 3.2. Cameron Elementary Library will update technology equipment in order to increase accessibility to resources and information. Modern, comfortable, kid-friendly library space by June 2019Cameron Elementary Library will gradually update the space and furniture to reflect the needs of K-2 students, 3-5 students, and staff.Timely connection with Cameron Library community using a variety of communication tools by December 2016Cameron Elementary Library will update the library website to facilitate on-going communication with the community about resources and events. Online & paper resources will be utilized to increase communication between the library and the community.Appendix N – School 2 Strategic Plan Vision:Serving. Supporting. Empowering. Mission:Empowering students to be vital citizens today and tomorrow. Core ValuesReading is an adventure not an assignment. Books based on excitement/interest. Not on reading level. Welcoming and comfortable place.Student driven choice in reading materials.High quality, patron driven collection.Technology. 21st century skills. Digital literacy.Core CompetenciesWe provide a variety of high quality books for patrons.Library as place: Meet and collaborate.Read comfortably.Socializing. games, movies, puzzlesSTEAM activities.Go to place for teachers.resources. both digital and tangible collaborationprofessional development digital accessinstructional technologysafe havenPlace of learning.Different spaces for different types of learning.Processes and policies for library use.Flexible scheduling would make library available for different groups.Prioritizing librarian time.GoalsHigh quality collection that empowers students and teachers. spring 2020Current age of collection within 10 years. Collection analysisWeedingPurchasing new materialsTechnology resources analysis for check outuse in libraryTeacher and student driven collectionSurveysSuggestion BoxSpanish-language materials analysisSIT teamEstablish and maintain material develop planPleasure reading in different mediumsBookseBooksOther - online book services, online reading, periodicalsAverage collection age is 10 yearsPurchase award winning books from Pura Belpré, Coretta Scott King, Newbery, Caldecott, etc. State-of-the-art and relevant technology resources. spring 2018technology available in house.Mobile devices - iPads, iPods, chromebooks, cd players macsLibrary as Place. Fall 2017Mixed use space that is welcoming, innovative, and interactive.STEAMPlace for students to go for a variety of activities.Get away.Work on group projects.Read for pleasure.Gather information from a wide array of sources. Creation and innovation Socializing - games, movies, puzzlesGo to place for teachers.Meet and collaborate.Find resources.Support. Read comfortably.Library as a place of learning. Fall 2017Appendix O – School Librarian 1 Reflections1) What are the benefits of strategic planning for a school library?The strategic plan gave our community a renewed focus.? Over the course of the last few years, the library has been a driving force for school wide programs and slowly, the culture of the school is changing to a more literary focus (ie students are reading more, author visits, etc.).? The school’s community (students, staff, parents, administrators) is making the shift and the strategic plan has been the fuel to keep the change moving forward. Although we did not do the best job with planning our specific objectives year by year in the plan, I still use it to gauge our progress; I report our progress with periodic meetings with the original team; and it has helped me procure a yearly budget since it is an expectation of the community that our school budgets for library resources.It is helping us with fundraising for our 5th goal: to update the physical space of the library.? I agree with your line in the paper, “a story to market”. A local library furniture company designed an update space for us during the course of the strategic planning process.? Now that we have a design & a “story to market” with the plan, we are using it in diverse ways to raise help us raise the large sum we need for the transformation. At the moment, we are actively planning a Library Fun Run for this purpose.Sometimes, being the only person who does a job in a school can feel isolating.? The strategic planning process was a community event. It helped to find out what was going well and what still needed addressed in the eyes of most of the people in the school.? The plan took the guesswork out of how to meet the needs of stakeholders. The objective process was really helpful and remains the driving force of the work done in the library.To steal the idea we presented at the session at the 2016 NCSLMA conference, the plan has moved the library from me to we. I have multiple people from students to parents to staff to local members of the community who now consider themselves advocates for the Cameron Library. They talk to people in the community about the library in their families, churches, and businesses. They "have a story to market". This past week the planning committee asked local businesses to sponsor our fun run t-shirt. We all used the story of the plan & the library design as part of our request. We needed $2750 to cover the t-shirts & a fee from Boosterthon, the company who is helping us with the run. We raised over $5700 just for the sponsorships! The exclamation is there because we have never requested this support before & these are surrounding towns's businesses mostly. Cameron has very few businesses.2) How can strategic planning help school libraries meet these needs?The planning process focus school stakeholders on the library, how its activities meets needs, what needs are not being met, multiple viewpoints of what the actual needs are, and where the library should head in the future.? It gets people thinking and talking about the library.3) Do you think other school librarians could do this in their own libraries?I do but, I could not have done it as effectively & objectively without your guidance.? I like your conversation about developing a toolkit for librarians through NCSLMA & ALA.? I would also add that it could be an effective week long presentation through NCCAT. I think this is the kind of program that Ernest Johnson at NCCAT would like.? I talked about this process with him when I attended his program on reaching boys who are reluctant readers in January. I also agree with School Librarian 2 that 1st year librarians & new librarians to a school should not do it.? You need to have relationships built already to have stakeholders who are willing to devote themselves to this process.? Really, the planning process is not just the initial experience but a 5 year process. Like the SIP, it has to be a living document to revisit with stakeholders.? For example, one of the goals we had was to continue using Title 1 monies for schoolwide literacy events like author visits. I just surveyed students, staff, & parents to check on the success of the author visits since our Title 1 monies are getting cut again next year.? I shared the results with my principal so he would know how his community felt about the need to keep this program. Most surveys showed that the community still feels that it is valuable & my principal has determined to keep it going for next year.I want to keep this going too so I plan on creating another 5 year plan when this one is finished.? That might be a good thing to add to the discussion is tips for maintaining and updating your plan.4) Is it worth all of the time and effort?Yes!? However, it is very time consuming.? I would compare it to prepping on a component of National Boards.? In good news, if this idea starts spreading and librarians take on the challenge of developing 5 year plans, it will be a grass roots advocacy method to get the word out about the effectiveness of libraries and librarians in communities throughout the state. 5. Did you see movement on any of your strategic goals? Did you see tangible results because of the plan and process of putting it together? ?I attached some documents I created for the committee to give them some updates on the progress on our strategic goals.? This year’s update is in the meeting agenda attachment.Appendix P – School Librarian 2 ReflectionsStrategic Planning Insights1)?What are the benefits of strategic planning for a school library?It helped me focus what I wanted for the library. I had a general theoretical plan, but it was not specific.Answering questions helped the staff better understand what could and should happen in the library. This was a bit of a subversive training for them. I didn't have to sound preachy, but the more thoughtful participants were able to make connections. One who was particularly bad about walking through the library stopped and made several comments about not having seen the library as my classroom before the survey.2) How can strategic planning help school libraries meet these needs?Same as for item 1.I know XX, but I'm thinking the same is true in many places - we cannot afford to be silent. The strategic planning process helps the librarian know what things need to be advocated for because he/she has to organize their personal thoughts about the library. In addition, it helps the stakeholders better understand it's purpose and potential by working as a advocacy tool in addition to its other purposes.3) Do you think other school librarians could do this in their own libraries?Yes, and lets not stop at individual?libraries. I'd love to see districts?do one. Then individual libraries could take the district one and tweak it (and the surveys, questions, etc.). But there would be one for libraries whose librarians can't/won't find the time. I'd like to make this part of what XX can help librarians do for their libraries.?4) Is it worth all of the time and effort?Yes, but I do think we've got to make it clear (especially to elementary librarians) how much time this takes. (NOT for publication, but there were times I thought my head would explode.) I'm also not sure that 1) new librarians or 2) librarians in their first year at a school should take this on. Having some strong relationships with other school personnel at the beginning of the process?would have been beneficial.I'm also thinking this is of even greater value to libraries like mine where the school is failing. We are the ones that really need to show how valuable the library/librarian is to the school. More affluent/high achieving schools aren't looking to make the wholesale changes that low performing schools are.?I was really excited about the possibility of creating a strategic plan for XX. But, I was not prepared for a few things.The time it took in an already packed schedule. Carving out time for this was much more difficult that I anticipated. That the timing would coincide with An administrative changeFinding out we were a failing school again. (The again part is crucial. We have to improve scores or we are at risk of being taken over by the state. This has put an enormous amount of pressure on all personnel.)That my position would be even more diverse this year as I was asked to take on new technology responsibilities at the school level and conduct more professional development for staff and district personnel. What I learned:Working through the strategic planning worksheets with the team helped to clarify my beliefs about what a school library is and how it should work. Thinking about the purpose of my programming helped me justify what was just more intuitive before.Listening to the SP team helped me understand how things are viewed (or might be viewed) by people not intimately involved in the library. Interviewing our stakeholders gave me insight to inconsistencies in perceptions and reality. Principal wants the library to be a quiet place for students to read, but there are six classes taught in the library every day and a meeting before and/or after school most days.Teacher wants the librarian to support her specific grade level ELA curriculum, but I see 30 classes each week covering six grade levels.Interviewing our stakeholders also gave me an opportunity to hear what is appreciated about the library. The library is warm and welcoming.We have a great collection of books.They do feel supported by the program.Writing a mission statement that is short and concise helps me advocate for the program. Ability to approaching stakeholders with a clearer rationale for programming or funding is of greater benefit to the library. Displaying the mission and vision statements makes me look much more professional. Appendix Q - School Library Strategic Planning ProcessSchoolwide Needs AssessmentInputsSWOT analysis questionsInterview/Focus group questions, Survey questionsPerformance statistics (e.g. budget, circulation, collection, etc.)Steering committee of major stakeholdersOutputs: School librarian interviewInterviews with superintendent and school administratorsFocus groups with teachers and studentsSchoolwide online surveyOutcomes:Community driven school library visionIdentification of stakeholder high priority needsList of priorities to address next three to five yearsStrategic PlanningInputsSteering committee meets to draft 5-year planDraft plan createdPlan circulated for feedbackOutputsStrategic plan with five partsVision statementMission statementCore ValuesCore CompetenciesGoals, Objectives, and ActivitiesOutcomesSchool library follows a stakeholder driven, organic plan for providing school library services that are specifically aligned to meet the school’s high priority needs.Dr. Anthony Chow, 2018 ................
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