There is no denying that the pandemic has made a large impact on education.Now, years later we are picking up the pieces and seeing those effects on students,staff and the systems previously used. Social and emotional interventionists have been employed to talk with kids, build relationships and help de escalate issues.They are teaching them how to properly interact in a school environment. Social skills are having to be taught more than ever before.

During the pandemic, some parents took on the task of educating their children while others just didn't have the time, patience, intelligence or skills necessary. Many kids went to a non- structured environment at home, attending classes online, anytime during the day and with no one at home with them. This format leaves them with no fellow classmates to interact with and to learn from socially. Some students had no internet or computers to even keep up with their classes if they wanted to. There was some definite inequality. This created even bigger gaps than before. Even the task of getting kids to sit still or read for longer amounts of time is practiced to help build stamina for daily lessons and the state assessments. Now schools are seeing a rise in referrals across the country and some have seen more physical altercations with peers and getting aggressive with school staff.

Gaps in their learning created by the pandemic have stressed not only parents and teachers but students too. The expectations for them in education are greater than they can give.

So, what is a solution? How can you help? Consider this. A makerspace/ STEM area in your library.Makerspace can give the students opportunity to build and collaborate using their hands. During the lunch times, students complain about the noise level in the cafe which I understand completely. Reducing the stimuli and being in a safe space can help to reduce stress.The library to the rescue! Makerspace in my library happens at lunch time on days when I am not directly teaching. Working with your hands in this way, gives the opportunity to use high order thinking skills to create something unique and personal. It could be useful like a sign for their bedroom door or a whimsical sea anomie forest. They have this time to learn and work but also to imagine, process, slow down, destress and brainstorm doing a different type of work. This allows students to release anxiety almost like playing. Being in a secondary school, my students don’t have recess so getting out some extra energy is needed. If your makerspace is done in a small group, they can practice socialization with their peers.During the creation process, the librarian or even their peers can ask great probing questions about their projects like,” What materials will you use to support that?” or “ How did you solve that issue?” . You could even provide an anchor chart with some sentence stem starters on how to interact with someone.

Makerspace can be structured where you can read a book and present them with a problem to solve or a particular challenge or it could be a free, creative space to make whatever they choose.

Makerspace won’t solve all of our education issues but it can give the students a chance to create, use their hands, design and de-stress.Makerspace allows them to express themselves in a healthy way.

Since this blog was written, my students have decided to create a hands-on business making book earrings. They want to use the profits to buy more makerspace/STEM materials. We created a name for the business and wrote a business plan. We created samples and advertisements, both digital and printed.We have an appointment to get approval from my principal this Friday. I’ve told them this experience will be like being on Shark Tank.

Wish us luck!

All these projects below were driven by choice:

Reflections from inside a Texas Reading Committee

Reflections

A year ago, my friend and fellow librarian, Deborah Zeman, came to me and suggested that I apply for the Texas Tayshas Committee. She had been a member for the past two years, and knew there were some committee members rolling off because their three year commitment was ending, so there were going to be slots available. Initially, I was reluctant to apply because I’d only been a librarian for a little over a year at that point, and I wasn’t sure I was qualified to speak for all Texas high school librarians, but Deb encouraged me to submit an application because she knew, as a former high school English teacher, I’ve been avid reader of YA literature for years, and I can also articulate my thoughts pretty well in writing. Since those are the two main criteria for joining Tayshas, I was a perfect candidate- right? Well, much to my surprise, I was in fact selected for the committee, and in January 2022, my Tayshas journey began.

And let me tell you, this past year has been a journey indeed. When I committed to YART and the Tayshas Committee, I agreed that I was willing to read between 150 and 200 books per year, meet with my fellow committee members once a month, attend the TLA conference for the three years I’m a member of the committee, and travel to Austin in November to participate in the final vote. To some, those tasks may sound overwhelming, but to me, everything about being a member of the Tayshas Committee this past year has been an amazing experience. As a new librarian (who’s first two years in this job were conducted in the Covid bubble), this committee has opened my eyes to all the beautiful and challenging aspects of being a librarian for Texas teenagers.

As librarians we are called on to know the literature we bring into our schools or public libraries. We are to select books that are relevant to our student populations, represent the diversity of the young people who walk through our doors, open eyes to new perspectives and ideas, and challenge our readers to grow as thinkers and individuals. I can now say without a doubt that my colleagues on the Tayshas committee take all of those ideals to heart and are the absolute best at what they do. Our committee met monthly to discuss the books we’ve read, and every single time I had the chance to listen to and interact with our group, I came away from the meeting with new ideas for my library and a richer understanding of the books we had read. Our book discussions fluctuated between lighthearted moments where we would laugh and shake our heads at the antics of characters stumbling through life, and more serious, thought provoking times when our hearts would break over characters forced into difficult situations or faced with unimaginable choices because we know those characters reflect our students and the sometimes impossible situations they face.

Looking back at my first year serving on the Tayshas committee, I realize that this experience has not been about ego or getting my way or finding or nominating the best book that will impress all of my colleagues; this committee experience has been about making myself better. A better librarian, a better reader, and a better person. From the moment I joined this committee, I’ve been welcomed into a group of women who have listened with open minds to my thoughts and valued my opinions, encouraged me to take chances, have freely offered advice when I’ve faced struggles, have shared laughter and even some tears with me, and most of all have discussed young adult books with a depth of intelligence, empathy and understanding that has grown me as a librarian and a critical thinker. For that alone, this committee has forever found a special place in my heart and my librarian career.

Between now and the election, please post great news with pictures about what goes on in your libraries on social media, especially social media channels the parents of your students and community members use. The more ways we share the news, the better. It would be wonderful if you could post something different every day, but please post as often as you can through November 8, 2022. Our goal is to counteract all the bad publicity with good publicity. Most of us are modest, but NOW is the time to toot your own horn!

Oh, and don’t forget to vote on Election Day, November 8, 2022.

Library lessons have many of the same elements as a classroom lesson. For example, we can intentionally begin each lesson with an attention-grabber, hook, or opening activity, just as a classroom teacher would. That can be followed up by a read-aloud, then an engaging activity for the whole class, small groups, or individual students. Wrapping up the lesson with a check for understanding helps the students and the librarian to reflect on the effectiveness of the lesson. These elements are similar to those I included when planning a U.S. history lesson. Library lessons are typically shorter and more focused, in order to leave time for book checkout! Pacing is an area that may require adjustment, especially for a librarian with a background in secondary level. For me, moving from a 90-minute block to a 45-minute period was a big change!

One thing I love about our library lessons is that they offer lower stakes opportunities than classroom lessons for our students. While I still check for understanding and communicate with teachers regarding student performance, the library setting allows for less stress for our students. I find that my students are often more excited to participate in the activities and take risks without the anxiety of grades or test scores that accompany classroom instruction.

When transitioning from the classroom, I encourage new librarians to leverage their teaching experience and seek out ways to use their knowledge and skills. By showing the faculty and staff that you are an additional teacher who will be supporting all students at the school, you will have the chance to expand your teaching impact. Buckle up, new librarians, and embrace the opportunities in your school’s biggest classroom!

If you are anything like me, makerspaces can bring up some anxiety just thinking of how to “do all the things.” All librarians have to juggle many hats, often without an assistant to help. My advice when you are starting out with makerspaces would be to think through the questions above first. Notice the order of the questions. I start with the “why”. Why you are planning your activities should be the first thing you focus on. In my case, I started with the desire for my students to have their social emotional needs met through activities that focused on stress relief. At the high school level, the majority of my students are enrolled in advanced courses and/or college courses. This is a high stress environment for them with little down time to reflect or destress. Once you know your why, focus on the “what”. Instead of relying on my own ideas for what makerspace activities I would include, I surveyed my student body. I asked what they would like to see in our new makerspace area. Once I saw their interests, I thought about what supplies would be sustainable and within my budget. My next focus was on the “who.” Considering who will be drawn to do the activities is important if you are trying to create an inclusive environment. I would recommend that you don’t associate activities with genders. You may be surprised by how many boys are interested in making friendship bracelets, for example. Each time I create a makerspace activity, I want it to be something that appeals to a wide audience and oftentimes I am thinking of ways to draw in students who may not already be coming to the library.

The question of “when,” took some finessing for me. When I first started out with makerspaces, I wanted to have plenty of control over the situation. I began by having one makerspace activity out for a short time in the mornings before school. Once I was comfortable with this, and I noticed that students wanted to have access to the makerspace materials more often, I began to play around with offering makerspaces at lunch as well. Over time, I realized I wanted to focus on the “how.” Everything in my library programming centers around empowering students. I wanted to empower my student leaders to manage the makerspaces. Finally, I considered the “where.” It really depends on the layout of your library, as to where the best location should be for your makerspace activities. I rotate locations for mine, but one area I continually use is near the center of the library that everyone will see right as they are walking through the doors. This is a high traffic area that is hard to miss. Whenever I have activities stationed in this area there is always high participation.

So what are some easy makerspace activities you can try right away? Check out the ideas below to get started. What I love about each of these activities is that they are free or low cost, they all had high participation rates, and each time students asked me to leave the activities out for an extended period of time due to the high interest. If you try out any of these activities, I’d love to hear how it went. Tag me on Twitter @SoTXLibrarian to share innovative ideas about makerspaces.

(images below with the 4 Easy Beginner Makerspace Ideas)

Making the Switch: From High School to Middle School Library

By Deborah Zeman

Middle School? Me? Nope, never thought it was going to happen. My heart belonged to high school libraries…boy did my mindset change. I never saw it coming.

I had switched districts during the time of Covid…(not something I would recommend!) After a year of craziness, I knew I still hadn’t found my “home”, so I started looking elsewhere. I stayed as far away from elementary and middle schools that I could. I knew they weren’t in my wheelhouse. I just couldn’t imagine myself with 11-13 year olds. Why you ask? It was just my mindset. I had been an ELA HS teacher for so long and seamlessly rolled into the high school library setting that I knew I would never leave. Boy was I wrong. So wrong.

I received a call from my friend, who was the director of a neighboring district. She had come to me a few years before, letting me know that she wanted me to apply. When I did, there were no HS positions, so I took a position in another district. She contacted me again in the Spring of 2021 and let me know there were openings in her district, both HS and MS. I said I would apply, but for HS only. She laughed and said, "we’ll see".

While presenting during a virtual conference, I received a call from the principal of a middle school in my friend’s district (I was already in the pool & principals were free to contact me). I couldn’t answer while presenting, however, thankfully iPhones messages have the ability to transcribe messages. I read the message and saw MIDDLE SCHOOL. Just nope. I couldn’t do it. But since I knew I wanted to leave my current district, I knew I should “check things out”. After the webinar, I googled the school…and my jaw dropped open. It was a brand new school (replacing an old ES and MS). I watched the video and my interest was piqued.

Then I saw it….the LIBRARY SPACE of my dreams. I had no words except to IMMEDIATELY text the principal, apologize for not answering her call and requested a call back. That was probably the funniest conversation I had with a principal. When she called me back, she said “aren’t you one of the applicants that said absolutely NOT to middle school?” I laughed and said, “ma'am, after watching that video and seeing the new library space, how could I say no?”

We set up a time to interview and when I walked into a space that I knew I could make into my own. Was I filled with trepidation knowing I was going to be dealing with a whole new grade level? Yes. Did I hit the ground running? Yes and no. I took my time. Middle schoolers are a quirky bunch…still trying to find their ways. I reached out to my library besties, Amanda Hunt, Karina Quilantan-Garza & Stephanie Galvan Russell for help…along with many other MS librarians in my PLN. They were so helpful. Your PLN is your strongest advocate and resource. They helped guide me in my first year. While I brought a lot to the table, they helped me choose what would work and what wouldn’t work from my time in the high school library.

The thing I definitely learned was to take it one day at a time, don’t try to cram everything in at once. Set up a display here and there to attract the students. Create a strong library page for the students and staff to use as a go-to, with book suggestions, STEM activity calendars, competitions and more.

One of the things I tried, which was very successful, was a twist on the First Line Friday book recommendations. Instead of just a graphic, I took it a step further and created short 10 second videos with Canva. The kids loved it and started coming in to ask for the books that I recommended. That’s definitely one resource I will keep using.

I also posted a display on my office door of “Books I have read this year”. As I completed books, I printed out 2x3 visuals of the books and taped them on the door. The kids were intrigued by the amount of books I read and started to ask me about them. A teacher even included the display in a scavenger hunt! I also created “What I am Reading” graphics for all the teachers to post on their doors. Its a great way to spark discussion with the students and teachers, when the students see that teachers read too!

Was the switch hard? Yes. Have I learned a lot in my first year. Definitely. Do I regret the decision to move? Not at all. Having a strong support system as well as an amazing principal who allows me to run my space as I see fit for my school community, makes all the world of difference. If you have the chance to make the switch, I say go for it. You may find your forever home.

Are you going to conference this year? It is in person again and one of my favorite things to do every year. It is a great place to meet people and authors, hear inspiring keynote speakers, and to learn new things in sessions throughout the days. As someone who has served on TLA Program Committee 4 times, I would like to share some tips and tricks.

• Come Prepared.

  • There will be a lot of walking during conference and to meals and after hours activities so bring comfy shoes.

  • Bring snacks and a water bottle too.

  • Bring a backpack, tote bag, or pick up a bag in the vendor hall to carry all your swag. If it gets too heavy, you can leave it at the Bag Check for a nominal amount or ship it home at the post office in the Exhibit Hall.

  • Bring business cards or address stickers to sign up for all the prizes.

  • If you will be purchasing books, bring cash or checks. Not all vendors take credit cards.

  • When posting to Social Media use the hashtag #txla22 so people can find you easily. Amanda Hunt will be posting a Week in the Life of a Librarian at #tokstarlibrarian.

  • Business casual is the dress code. While you aren't on your campus, you are still representing your campus and librarians so dress comfortably but professionally.

• Plan your itinerary. Because of the number of attendees, we must have a large number of sessions. Therefore, you will always see several things you want to attend at the same time.

• Divide and conquer. Find a friend and one attend one session while the other person attends the second session. Then you can share notes.

• Find a backup session. If your session is full or is not what you thought it would be, make sure you have another session in mind. I usually have 3 on my calendar for each time slot.

• Balance your itinerary. You wouldn't eat just candy for dinner. You would try to find some protein, some vegetables and fruits, and some carbs and maybe a little dessert. Just like your meals, balance what you do at conference. Spend sometime hearing keynotes, but also attend sessions. You shouldn't spend all your time listening to authors, but that doesn't mean you can't go hear your favorite author speak. Don't forget to spend time in the exhibit hall.

• Authors. By all means visit your favorite author. Make sure you know when they are signing in the Exhibit Hall. One great idea is to bring a 3 x 5 or 4 x 6 picture mat with you and ask the author to sign that. Then have your picture taken with the author. You can put those photos in frames and put them near that author's books in your library. Another person said they ask authors to sign a T-Shirt with a Reading quote. You can also bring books for them to sign or purchase their latest book in the Exhibit Hall. But also be sure to attend sessions to learn something new.

• Exhibit Hall: I highly encourage you to spend time in the Exhibit Hall. Remember wheeled carts are not allowed in the Exhibit Hall.

  • • Visit the vendors to see what is new in technology. Even if you don't have money to spend, you can bring ideas back that interest either your campus and/or tech department.

    • Ask vendors to show you what's new that you need to know about. Not just books, but ask a tech vendor how to use their software better. I'm planning on asking my book vendors to show me how I can use the tools on their website to help me with a diversity audit. They will have trainings in the Vendor Hall so you can pick up some Professional Development there.

    • The Innovation lab. There will be someone showing something they do that you might want to learn about.

    • Network. But networking is about making relationships. Build relationships with your vendors so when you need help you know who to call. Build relationships with other librarians so you can share ideas and make life-long friends. You never know when you will be asked to be on a panel by that TLA friend.

    • Check out the TLA Job Center if you are searching for a new job. They will give you help with updating your resume. If you ask, they will conduct a mock interview and then coach on you ways to make a better impression.

5. Download the app. You can take notes on it if you wish, but I use a Rocket Book Wave. It is a remarkable spiral notebook that will send your notes to your Google Drive. You can erase the page and reuse it by putting something hot like a coffee cup on it or heat it in the microwave. It uses a Pilot Frixion pen (included). It has 80 pages so it should last through conference if you don't have access to a microwave.

I'll leave you with one last funny experience at a TLA Conference. One year the conference Opening Party was at the brand new Aquarium in downtown Houston. The person I was with said she had already been there and the door is this way. We went in, mingled with people for a little bit, got some food (shrimp) from the buffet line. I looked around and said: "Kim, I don't recognize one single person in this room. You would think as many librarians as I know I would see ONE person I knew. Do you think we are in the right place? After asking a staff member, we discovered the TLA party was in a different part of the Aquarium. And that's how I ended up crashing the wrong party at a TLA function.

Donna Kearley, March 7, 2022

The International Association of School Librarianship was founded in August of 1971. Since its inception, this organization has dedicated itself to bringing librarians, media specialists, educators, publishers, and lay people from all over the world together to promote and improve school library programs.

A special advocacy event hosted by the IASL each year is the International Bookmark Exchange Project. This special project takes place during International School Library Month (ISLM) in October. A librarian or teacher from each participating school simply registers each class that would like to participate in a bookmark exchange with another school anywhere in the world. This is a great library unit for all learners.

The ISLM project coordinators then pair the schools according to grade levels, age, and number of participants. The ISLM committee selects a theme for the Bookmark Exchange Project each year and participants are encouraged to reflect that theme in their artwork on the bookmarks.

When the pairings are complete, the two partner schools are on their own to cultivate an amazing relationship. The students at each school create bookmarks to exchange with their partner school. In addition, partners often share information about their school and their community through letters and pictures. Many participating schools have ended up becoming pen pals!

The International Bookmark Exchange Project is one that enriches the lives of students culturally and personally. The students are beyond excited when the bookmarks from their partner school arrive! They are amazed to learn about the lives of students from another part of the world. This up close and personal look at another culture breeds acceptance and respect. What more could you ask for? A creative outlet that is fun and educational...that is a winning combination for any student!

See the IASL Bookmark Exchange website for more information.

With all the negative publicity around books in libraries these days, librarians feel like they are in the crosshairs with politicians and others picking off books and libraries one by one.

But that is THE POLITICIANS STORY of our schools and libraries. We need to think of this season as a football game. The #FReadom campaign is one very effective way to defend this attack. I think we should put all our resources behind this wonderful campaign. BUT, it isn't the only thing we can or should be doing. You don't win a football game by only playing one side. Let's talk about ways to play both offense and defense because we need to put some points on the board so stakeholders hear the "rest of the story" as Paul Harvey used to say.

One of the most impactful professional developments I've attended was a session by Dr. Joe Sanfelippo, Superintendent of Fall Creek School District in Fall Creek, Wisconsin. He is the author of several books on leadership including Telling Your School Story. What is our story?

The town crier tells all the good news of the kingdom. How are you telling the good news of your school? Dr. Sanfelippo says we need to tell the good news so it overpowers the bad news. His tagline is #GoCrickets! the Fall Creek mascot. He uses #GoCrickets in all his tweets as he shares the great things going on there.

Here are some examples of things you could tell:

• Mary Ann Riley, @AWEomeLibrary is the Librarian at Argyle West Elementary in Argyle ISD: 4th Graders took a virtual field trip to the North Pole and Arctic Regions in the Library to usher in the winter weather. I think most students decided that Texas is a preferable place to live compared to the North Pole!

• Ivey Carey, Librarian @BMMSLibrarian from Bettye Myers Middle School in Denton ISD tweeted about the Denton Public Library card available to students in this post: #Books2Go Denton ISD Students get your Denton Public Library card @BMyersMS #LibrariesTransform @dentonlibrary @dentonisdlib

• Amanda Hunt @thenextgenlibrarian filmed a TikTok about Project Lit books starring her students. #tokstarlibrarian

These examples show ways we can play offense to combat what our critics are saying. Look around your library and find ways you can show the awesome things your students are doing. It's natural to think we aren't doing anything great, but that's not true. I see something wonderful every time I visit a library. Carry your phone so you can take pictures of what is going on in your makerspace, with your instruction, or matching the right book with the right student at the right time. Take pictures from behind if you don't have photo permission for all students. Put the focus on student learning. It's not about us! It's about our students!

Dr. Sanfelippo said it best: Leaders!! When we let the TOUGH THINGS that happened yesterday preclude us from seeing the GREAT THINGS happening today, we get FURTHER from the REASON YOU LOVE THE JOB and CLOSER to the REASON WHY WE DON'T. (emphasis his). #LeadFromWhereYouAre #ImpactTheNarrative #GoCrickets!

Don't forget to use the #txlege and #TASLTalks

Throughout history, librarians, teachers, and authors have had to overcome challenges to keep books on library shelves in the face of harsh criticism; as of late, the fight for book access has entered the school library arena.

On November 4th, 2021, School Librarians across the country took to social media to participate in the #FReadom campaign in response to a recent political movement aimed at removing books from school libraries. The books being targeted cover a variety of subjects such as racial injustice, gender identity, Critical Race Theory, sexual orientation and more. (Click this link for additional topics) November 4th became a day for Librarians to highlight diverse titles of books and how the book impacted them or students.

One idea the #FReadom campaign has emphasized since its inception is the credentials certified librarians must have in order to be eligible for the jobs they hold. Librarians must have a minimum of two years of teaching experience, prior to obtaining a Masters degree in Library Science and taking a State School Librarian’s certification test. During their Masters level coursework, prospective librarian candidates go through extensive training in collection development which includes book selection policies and curating an age-appropriate, inclusive book collection.

Another focus of the #FReadom campaign was to share information for contacting State Board of Education (SBOE) officials to share librarian qualifications, processes on how books were selected, and policy information. Every school district has a selection policy which highlights parental rights regarding instructional materials. A parent’s ability to exercise control over reading, listening, or viewing matter extends only to his or her own child. A district must, however, exercise its discretion in a manner consistent with the First Amendment. Students’ First Amendment rights are implicated by the removal of books from the shelves of a school library. A district shall not remove materials from a library for the purpose of denying students access to ideas with which the district disagrees. Bd. of Educ. v. Pico, 457 U.S. 853 (1982)

A book is more than words on a page; it is a portal into another place, time, and life. In books, readers learn via a character's experience, and they can also safely confront fears and challenges, develop empathy while approaching and engaging their imagination. Books are also avenues of knowledge to support research or to satisfy a learner's curiosity. Engaging with meaningful texts can offer students new insights into difficult subject matter and open up avenues for discussions between the reader and their families.

As Librarians, our priority is to provide resources to build strong readers and help empower our students to discover the pleasure and knowledge that can be found in reading a book. Libraries are also about choice; any student who selects a book they don’t connect with, don’t agree with, or just don’t like is always encouraged to return the book and select a different title.

Young adult author Jason Reynolds was himself a reluctant reader when he was a child; however, once he picked up the book Black Boy by Richard Wright, he felt the power and impact of reading. Reynolds, who has now written over 20 MG and YA books of his own, said the book “changed me because it felt familiar to me.” Reading is powerful, and reading the right book can change the life of a reader forever.

For more information regarding the ongoing censorship and book access issues librarians are facing, please visit the following resources:

• TLA Intellectual Freedom website & resources

• Follow #FReadom on social media and check out the #FReadom website: https://www.freadom.us/home

Deborah Zeman is a Library & Information Technology Educator in the DFW area, who has worked in education for over 22 years. She has presented at various technology conferences and, with her increased involvement with instructional technology in the classroom, has conducted several professional training & PD workshops, put on in-house, as well as helped with implementing iPads and laptops in a 1:1 environment. She is a member of the Texas Library Association Tayshas Reading Committee, Webmaster for TLA District 5, a member of the TxSL Talks Executive Board, Founder of It’s Not Just Books & Bonbons on Clubhouse & co-founder of Wakelet’s Student Ambassador Program. She is also a Google Certified Trainer, Google Level 1 & 2 Certified, Flipgrid Certified Educator, Wakelet Ambassador and Buncee Ambassador. Her mission is to make the library a place to collaborate, communicate and create, while sharing her passion for reading and literacy. She can be found on Twitter & Instagram @debzemanlms

Shannon Whiteley currently works as a Library Media Specialist at Hebron 9th Grade Campus in Lewisville ISD. Prior to moving into the role of librarian, she served Hebron 9 as a Pre AP English teacher and reading specialist as well as English Department Chair. During her time as an English teacher, Whiteley designed and implemented multiple literacy initiatives (#HebronReads/ "I Am Currently Reading") on her campus and was a guest presenter at the National Conference of Teachers of English (NCTE) to discuss those programs, she served on three LISD ELA Curriculum Writing Committees designing lessons and programs for high school English classrooms. As a Hebron 9 charter staff member, Whiteley has participated on- and led- various committees such as the campus Building Leadership Team, Design Team, AVID Site Team, Campus Mentor. Whiteley is now in her second year as a LMS at Hebron 9, and as such, she has reimagined and reinvigorated the role of librarian on her campus, and she continues to look for new and exciting ways to engage students on her campus and ignite their love of reading. Follow her on Twitter at @whiteleyreads for more.

A Texas educator for 34 years, Becky Calzada is the District Library Coordinator in Leander ISD. She is a Director-at-Large for AASL, an advisory member for The Center for the Future of Libraries Advisory Group, on the Legislative Committee for TxLA, and Past Chair for the TxASL. Becky can be followed on Twitter @becalzada.

Deborah Zeman is a Library & Information Technology Educator, who has worked in education for over 22 years. She worked in the publishing world for ten years before entering the world of teaching. She has taught ELA for both middle and high school prior to becoming an LITE. She has presented at local, state and national library and edtech conferences and, with her increased involvement with integrating technology into the classroom, has conducted several professional training & PD workshops, put on in-house, as well as helped with implementing iPads and laptops in a 1:1 environment. She is a member of the Texas Library Association Tayshas Reading Committee, Webmaster for TLA District 5 & Co-Chair of the TxASL Talks Executive Board, member of the Lewisville ISD Secondary Book Selection Committee, member of the AASL Best Digital Tools for Teaching & Learning, Founder of It’s Not Just Books & Bonbons on Clubhouse & co-founder of The Wakelet Student Ambassador Program, author of Buncee’s SEL Lesson Plans for High School and this year had the honor of being a finalist for TCEA Library Media Specialist of the Year.. She is a Google Certified Trainer, Google Level 1 & 2 Certified, Wakelet/Flipgrid/Buncee Ambassador & CanvaEDU Creator.

Twitter: @DebZemanLMS

Instagram: @debzemanlms

Website: www.Wakelet.com/@DebZemanLMS

LinkedIn: https://www.linkedin.com/mwlite/in/deborah-z-55a58a1a

“It’s not just books and bonbons.” This is a mantra that has resonated with me for the last couple of years. Librarians have become leaders in the forefront of incorporating and integrating EdTech into the classroom, in addition to promoting reading programs and a love of reading. There’s a reason why our degrees are called “Library and Information Science''. We are the gatekeepers of this information and we help guide educators towards reliable resources, information they can use in their classrooms with their students.

There was a time I had a meeting with the superintendent and Director of HR, in a previous district, discussing my role as the “District Librarian”…translate that statement as as the only certified librarian with paraprofessionals running the other campus libraries. As the Director read through my five and a half page job description that I had written as support for this meeting, he looked up at me, chuckled and said “and all I thought you did was sit around, read books and eat chocolate all day.”

As you can imagine, that struck a chord in me because that is what others assume School Librarians do all day long. “What? You don’t just sit around and read?” How many times have we, as librarians, heard that question? I have seen the TikToks of fellow librarians, discussed this ad nauseum on Clubhouse and in Webinars. As we all know, in this day and age, especially in this new world of Covid, that is not true. These last eighteen months have proven those naysayers to be wrong. We were the ones, at the very beginning of this pandemic, to jump on board and create documents and ideas that would help the teachers and administrators with the shift to this new online world of teaching. We provided resources, steps to follow for read-alouds, curbside check-in, ebooks and audiobooks….we did it all, without complaint...we did it for the kids. Nowadays we have to deal with book challenges, challenges that have made no sense to any of us, but we do it with grace, providing the resources that will allow us to keep that book on the shelf, to provide students access to the book. (that's a WHOLE other blog...)

Recently, there was a tweet posted recently by a fellow School Librarian which kind of surprised me. In the tweet this librarian asked if School Librarians saw themselves as educators first or librarians. My response was as follows: “Educator. Librarian. Instructional Partner. Information Specialist. Leader. Program Administrator. I can keep going.” Needless to say, I didn't have to continue.

The one piece I didn’t add was “Other”…that’s all the other duties as assigned.

With budget cuts across the country, librarians no longer have assistants which now makes us responsible for quadruple the duties: shelving, weeding, inventory etc. subbing/coverage, poster making, lamination, device management, program development...the list goes on and on. (I don’t remember a class during grad school that covered these additional duties, do you?)

Some suggestions that fellow librarians have had in recent online chats is to keep a tally of what you do all day and share with your administration. This is a great way for others to see what you are doing. You are saying “here’s what I have done and here’s the things that are not fitting into my day. On a daily basis, we are juggling and reimagining our roles, adapting to the ever-changing environment of the library, and of the school community.

This is why I have continued to say it again and again “It’s Not Just Books and Bonbons”. We, as librarians, do it all!

Stephanie Galvan Russell is a middle school librarian in Austin, Tx. She serves as Past-Chair on the Texas Maverick Graphic Novel Reading List Committee and is a member of the TxLA Intellectual Freedom Committee, Media Virtual Presence Committee, and was the 2018 YART Young Adult Reading Incentive and TASL Media Virtual Presence Honorary Award Winner for her blog, The Lispy Librarian. Her mission is to serve her community by sharing her passion for learning and love of literacy with all students. She can be found sharing on all social media platforms @lispylibrarian, or on her vlog blog at lispylibrarian.com

Google defines vlogging as “the activity or practice of posting short videos to or maintaining a vlog.” Vlogs are video blogs where the creator makes videos sharing information with their audience. My vlog, for example, focuses on sharing books, book reviews, and tech tips with other librarians, but it didn’t start that way. As librarians, we are constantly sharing books with people whether they be our students, school community, friends, neighbors, or unsuspecting people in bookstores. But how do we keep track of these books that we are sharing, or how do we even remember what we said about that one book that one time? In my first year as a librarian, I would often forget what books I had shared with my students or what I had said the first few times, so I made a collection of videos where I shared booktalks. That collection became a shared presentation that I added to over the year and those videos ended up as my YouTube channel (youtube.com/lispylibrarian). What started as something simple became something so much more.

I use vlogging for more than just sharing books. In my library, vlogging is used as a tool to empower my students. My library aides are always the first guinea pigs for vlogging in the library, and I teach them how to write and plan their script of what they are going to say, read it back to themselves, and listen to their recording when they make edits. Once they are comfortable, we start making videos for the library YouTube channel. Sometimes, instead of a YouTube video, students make videos on Flipgrid or Screencastify where they are stored in a safe, private space.

I have created Flipgrids where students share their favorite books, thank teachers during Teacher Appreciation Week, read stories that they have written, or where they answer silly questions like “What would win in a fight: a chicken nugget or a french fry?” I have also created YouTube channels where my student tech teams share quick how-to video tutorials for students and teachers to troubleshoot Chromebooks or create tutorials for how to use Canvas or Google tools.

You see, vlogging isn’t just ME sharing information, but a way that my students can build their confidence and speaking abilities. Many of my middle school students are English Language Learners who feel embarrassed because of their accents or lack of English abilities, but by allowing them to create videos that will or will not be used (based on their comfort levels and creation abilities) they are able to read and write their scripts, speak it while they record, and listen to themselves and others when they watch the videos. The best part? They don’t even know that they are working on the English Language Proficiency Skills for Texas! My students love being able to make their own videos because they are getting to build their own video resumé where they can build on their skills to have their own vlogs and get to watch each other!

I absolutely love vlogging for growing my own community but adore vlogging for the opportunities that it creates for my students. If you have any questions on vlogging, please reach out and I’d love to help you empower your own students with vlogging in the library.