The Maxed out Librarian: How I Learned to Keep Smiling and Remain Effective as a Solo Librarian
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| Title: | The Maxed out Librarian: How I Learned to Keep Smiling and Remain Effective as a Solo Librarian |
|---|---|
| Language: | English |
| Authors: | Busch, Anne |
| Source: | Knowledge Quest. Nov-Dec 2011 40(2):14-17. |
| Availability: | American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 4 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | High Schools |
| Descriptors: | School Libraries, Library Services, Librarians, Change Strategies, Educational Change, Staff Utilization, Needs Assessment, Time Management, Library Administration, Library Personnel |
| ISSN: | 1094-9046 |
| Abstract: | Not so long ago the library at the high school in the author's semirural community was perking along every day with the help of one energetic and dedicated library clerk, a few student staffers, and the author, the professional school librarian. About 700 students, and 50 teachers and paraprofessionals access the library on a regular basis. They averaged around 250 student contacts per day, including students working in the attached computer lab. Life was good. Until one day, the principal called them into his office and explained that the clerk would be reassigned to other building and the author will be a solo librarian. After the initial shock, the author had a summer to figure out how the school library program would survive intact. In this article, the author shares on how she prioritized, delegated, streamlined, and became very realistic about the personal and educational costs of downsizing. |
| Abstractor: | ERIC |
| Number of References: | 1 |
| Entry Date: | 2012 |
| Access URL: | https://www.ala.org/aasl/aaslpubsandjournals/knowledgequest/archive/v40no2 |
| Accession Number: | EJ964738 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwFgYFbG12PRJ6prx5cugInqAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDINliimzG_I45qndpgIBEICBmhyP5caYTckvTGJSm25WRzQBkjURSloAp457-cQ6C3jJUtNqPbwTvbj8o0MLwE_DvgFyHKa2MDci8CkJ-_b6IFiJi9Mp-WASD-ld0C6sY9QzfZJ77vkosc3Mw4q9NJuKE-as7RQharmjeSHnmMev1Nhv_76Tm-9pMdH7CVJakH3U_MxMRi-9dXR4CX2TUSo84MoWJSzJw7YDAxY= Text: Availability: 1 Value: <anid>AN0068942554;5f801nov.11;2011Dec12.14:12;v2.2.460</anid> <title id="AN0068942554-1">THE MAXED OUT LIBRARIAN </title> <p>FEATURE</p> <hd id="AN0068942554-2">HOW I LEARED TO KEEP SMILING AND REMAIN EFFECTIVE AS A SOLO LIBRARIAN</hd> <p></p> <hd id="AN0068942554-3">Not so long ago the library at the high school in my semirural community was perking along every day with the help of one energetic and dedicated library clerk, a few student staffers, and me, the professional school librarian</hd> <p>About 700 students, and 50 teachers and paraprofessionals access the library on a regular basis. We averaged around 250 student contacts per day, including students working in the attached computer lab. Life was good. We were an organized, efficient machine.</p> <p>My clerk took care of clerical duties, assisted with students when appropriate, and generally worked in sync with me at all times. We had a few student aides who ran the circulation desk and shelved books, along with handling miscellaneous tasks as needed. At the end of each day we knew we'd provided services that helped both students and staff. Kids and teachers got the help they needed. Teachers were able to schedule time in the school library, and even though collaboration was still a work in progress for many teachers, progress was being made on planning projects that included information literacy standards. I had time to work with students individually on search strategies, ethics, and technology issues.</p> <p>The ominous cloud of budget cuts was looming over the entire school, but we'd hoped that -- since the school library was obviously always in use and integrated into the entire curriculum -- perhaps we'd stay under the radar as administrators searched for ways to cut costs. We were wrong. One fine spring day the principal called us into his office and explained to us individually that my clerk would be reassigned to other buildings (three to be exact) and I would be a solo school librarian.</p> <p>Let me take a moment to recognize and salute all of our professional brothers and sisters out there who have always flown solo in school libraries, many times in K -- 12 schools with tiny budgets. In addition, too many school librarians are currently being reassigned to multiple schools or losing their positions entirely. Overall, the situation is dire in many states, so I realized that even though our school library program would suffer, we could take solace in the fact that we still had a program!</p> <p>The "desired" Missouri standard for staffing is I.O certified library media specialists for a school with our student enrollment (Missouri 2009). Technically, our school library was overstaffed. But it was that "extra" staff that made possible a program that engaged every student and teacher in the building. In light of national and state standards, and the numerous studies that have demonstrated the correlation between effective school libraries and high student achievement, it just made sense. More access meant higher test scores, more reading, more opportunities for students to grow academically. I argued respectfully that our school would be taking a giant step backwards, that teachers were finally willing to collaborate after years of coaxing, that students relied on the school library to be open early and late for assignments, that we needed a professional and a clerk in our facility. Not surprisingly, those arguments didn't change the decision. At least, I was told, we still had jobs.</p> <p>After the initial shock, I had a summer to figure out how the school library program would survive intact, and how we'd continue to serve our students and staff in the manner to which we'd all become accustomed. If this was my new reality, then I had to adapt -- and quickly. With adequate staffing, we had created an atmosphere that was welcoming and academically important to the student body. Cutting staff meant cutting services, so what features of the school library program would have to change to accommodate the shortfall? What were the top priorities for me as the professional (and only) school librarian? What personal strengths and weaknesses did I have that would enable me to keep things going without becoming frazzled, bitter, and, subsequently, ineffective? How could the school library function efficiently with half the adult staff?</p> <p>Consider all the small daily tasks done in the background that contribute to the overall maintenance and outward credibility of the school library program. Computers up and running, books on shelves, equipment ready and available, furniture in place, databases and books selected and acquired, well-trained and helpful staff -- all those ingredients and more create a school library that is ready to accommodate student research, recreational reading, best use of Web 2.0 applications, and student/teacher contacts. So many of my former clerk's responsibilities enabled me to address the instructional needs of students and staff. How would those jobs be accomplished without losing the instructional component of the school library? How could I maintain the outward components of the school library, the image of a well-run and necessary part of the school's curriculum without sacrificing the substance? It was time to prioritize, delegate, streamline, and be very realistic about the personal and educational costs of downsizing.</p> <p>The first big change was shortened library hours. Previously, the library had been accessible eight and a half hours every day. Unfortunately, that's been reduced to seven and a half hours daily; kids have about an hour less time to use the library. It's also closed during my short lunch period because students are not allowed in the school library without supervision, and whiney as it may sound, I need a break, even if it is only twenty minutes. I believe that my time conversing with other teachers and staff at the lunch table is valuable professionally and personally. Much as I love the school library, the change of scenery is good for my overall disposition and, therefore, good for everyone. The change in hours disappointed students, and my principal has urged me to continue to open earlier and stay later even though he wasn't able to pay for extended hours. I pointed out to him that the extra hours provided access to students, which we all wanted, but those hours were on my own time. An exhausted librarian is an ineffective librarian, so -- for my sake and the students' -- cutting hours was a necessary casualty of cutting staff.</p> <p>Even though my adult staff was gone, I still had student library aides who earn a half-credit for working in the library. When we returned to school in August, I had revised the library aide curriculum to reflect new duties and responsibilities. Students had always been trained in the use of the software and in the Dewey Decimal System so that they could run the circulation desk, shelve books, and generally do odd jobs as needed. The new reality meant that everyone had to step up and work harder. Students went through an application process, much like the one for a job, and with this approach I managed to "hire" some very good help. I require that student aides have at least a 2.5 GPA, be in grades 11 or 12, and have regular attendance. They are my best resource if the school library is going to continue to run efficiently. I explained to all new student staffers that grades would be earned on the basis of the quality of their work, general attitude, public relations skills, willingness to try new things, and dedication to the job. I asked them to consider their work in the school library as they would a "real" job in the outside world and encouraged them to take ownership of their work in the school library so that they would be proud of the program they were helping to maintain. Scoring guides assign a numerical value to the level of work quality, and quizzes help to assess measurable skills. Aides know in advance what the expectations are and know what it takes to earn an A. Each student, having mastered circulation desk and shelving, was assigned a specialty job. These included materials processing, bulletin boards and displays, computer troubleshooting, office technologies, and more.</p> <p>Granted, not all tasks were completed with the accuracy and care of my former clerk, but the students accomplished many of the tasks that would have gone undone without their help. They were required to participate in freshman orientation, just to refresh their basic skills and to see what kinds of questions freshmen and new students might have when navigating a new facility. By the middle of the first quarter, when teachers were really gearing up for research projects, it was possible to leave student staff in charge of the circulation desk so that I was able to work more closely with teachers and students on classroom projects. Students love to be experts, and the library job makes them feel like they are an integral and valued part of the school library program. (They are!)</p> <p>In addition, I made sure that student aides are catalog searching wizards who can easily assist other students with using the OPAC and locating materials. Two of them are returning for a second year in the library. The veteran student staff will have more challenging jobs, possibly working in the library database and maintaining the school library webpage. One student is especially interested in young adult literature, and she will have the duty of keeping my consideration list updated with the best new books and materials.</p> <p>Streamlining the chores of collection maintenance became a necessity with the staff shortage, but some jobs simply must be the professional responsibility of the certified school librarian. During the normal school day, it was impossible to squeeze in time to weed the collection, responsibly discard old materials, and maintain access points in the catalog. I made a prioritized list of these chores at the beginning of the school year, and stuck to it, simply attending to these chores as time allowed. I am blessed with a very competent library substitute/volunteer who loves big projects. With very specific instructions, she was able to accomplish some collection maintenance jobs much faster than I because she had fewer interruptions. I still maintain control over the catalog, and most of my catalog-related chores are done after school, when the doors are closed. My expectations regarding the timelines for many of these activities had to be lowered, but the most important things got done, and whatever is left can wait till next year.</p> <p>Another responsibility that had to be streamlined was selection and acquisition of materials. I've always kept a running list of considerations, but without as much time to read reviews and keep up with professional literature, it was a challenge to stay current. In years past I consistently kept an updated spreadsheet that included titles, authors, review sources, prices, ISBNs, and publisher information. Sadly, my consideration list was much shorter than it would have been in previous years, but since my books and materials budget had also been reduced, the number of books and databases I planned to purchase or renew came pretty close to the dollar amount that was allocated, an unfortunate coincidence. Next year, I will rely on a student staffer to enter the information on that spreadsheet. There's nothing sacred about accessing online selection tools, so why not share those resources and open up to young staff one of the most enjoyable areas of librarianship? Additionally, since we have a suggestion box for students anyway, those suggestions can be entered onto the spreadsheet, even if the review information isn't completed.</p> <p>I had to use one vendor for two large orders, and purchased full processing, which expedited the process of getting books into the hands of students. When orders come in we finish processing as soon as we can, but I've learned to live with carts of books parked for awhile in the workroom. Student aides work with me to check off items, note any discrepancies, and complete local processing. One of the perks of being a student staff member is first choice of new titles. This has at least a two-fold benefit. Students are thrilled to have a special privilege, and they become ambassadors for the school library, sharing news about the latest titles and booktalking to their peers.</p> <p>Even with the help of dedicated student staff, in an understaffed facility I still don't have enough time to do justice to the instructional role of the school librarian. With a wide range of socioeconomic levels, our student body still reflects a digital divide, so we are in many ways helping students catch up to 21st-century research and problem solving every day.</p> <p>Many teachers were reluctant to expect the level of service to which we'd all become accustomed. The class periods not covered by a student aide meant running back and forth to the circ desk, answering questions on the fly, hoping that students would be patient while I worked with others. It's exhausting. I found that if I am patient, and doing my best to cover all the bases, most of the teachers and students will be patient, too. We are all doing our best as demands on time and labor increase.</p> <p>So many important skills are going untaught because there just isn't time. The teachers who understand the value of information literacy work with me, but many others are satisfied with Google searching alone. I work with teachers who "get it," and I keep trying to educate others every chance I get. It's hard to be creative and innovative in a digital world when I have so little time to learn and then teach new technologies. My role as a consultant in technology tools and standards is limited by time constraints and availability. All I can do is hang in there, and continue to teach at every opportunity.</p> <p>Solo school librarianship is a challenge, and that's not likely to change anytime soon. I'm still adapting to the new reality of downsizing, but what I've learned so far is to get plenty of sleep, know my limits, allow others to help, streamline whenever possible, know the standards so that I can provide a lesson at the drop of a hat, and -- above all -- keep smiling. We still have a school library, and I still have a job.</p> <p>I found that if I am patient, and doing my best to cover all the bases, most of the teachers and students will be patient, too.</p> <hd id="AN0068942554-4">Works Cited:</hd> <p>Missouri Department of Elementary and Secondary Education. 2009. "Ratio of LMS to Student Enrollment.'' &lt;<ulink href="http://dese.mo.gov/divimprove/lmc/ratio&amp;lowbar;librarian&amp;lowbar;to&amp;lowbar;student.html">http://dese.mo.gov/divimprove/lmc/ratio&amp;lowbar;librarian&amp;lowbar;to&amp;lowbar;student.html</ulink>&gt; (accessed August 20, 2011).</p> <aug> <p>By Anne Bosch</p> <p></p> <p>Anne Busch is a library media specialist at Pleasant Hill High School in Pleasant Hill, Missouri. A member of the Missouri Association of School Librarians (MASL) and Greater Kansas City Association of School Librarians, she served on the Gateway Reading Award Committee and the Workshops Committee for the 2010 MASL Spring Conference and recently cochaired the 2011 Spring Conference abusch@pleasanthillschools.com.</p> </aug> |
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| Items | – Name: Title Label: Title Group: Ti Data: The Maxed out Librarian: How I Learned to Keep Smiling and Remain Effective as a Solo Librarian – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Busch%2C+Anne%22">Busch, Anne</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Knowledge+Quest%22"><i>Knowledge Quest</i></searchLink>. Nov-Dec 2011 40(2):14-17. – Name: Avail Label: Availability Group: Avail Data: American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: PhysDesc Label: Physical Description Group: PhysDesc Data: PDF – Name: Pages Label: Page Count Group: Src Data: 4 – Name: DatePubCY Label: Publication Date Group: Date Data: 2011 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22School+Libraries%22">School Libraries</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Services%22">Library Services</searchLink><br /><searchLink fieldCode="DE" term="%22Librarians%22">Librarians</searchLink><br /><searchLink fieldCode="DE" term="%22Change+Strategies%22">Change Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Staff+Utilization%22">Staff Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Needs+Assessment%22">Needs Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Time+Management%22">Time Management</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Administration%22">Library Administration</searchLink><br /><searchLink fieldCode="DE" term="%22Library+Personnel%22">Library Personnel</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1094-9046 – Name: Abstract Label: Abstract Group: Ab Data: Not so long ago the library at the high school in the author's semirural community was perking along every day with the help of one energetic and dedicated library clerk, a few student staffers, and the author, the professional school librarian. About 700 students, and 50 teachers and paraprofessionals access the library on a regular basis. They averaged around 250 student contacts per day, including students working in the attached computer lab. Life was good. Until one day, the principal called them into his office and explained that the clerk would be reassigned to other building and the author will be a solo librarian. After the initial shock, the author had a summer to figure out how the school library program would survive intact. In this article, the author shares on how she prioritized, delegated, streamlined, and became very realistic about the personal and educational costs of downsizing. – Name: AbstractInfo Label: Abstractor Group: Ab Data: ERIC – Name: Ref Label: Number of References Group: RefInfo Data: 1 – Name: DateEntry Label: Entry Date Group: Date Data: 2012 – Name: URL Label: Access URL Group: URL Data: <link linkTarget="URL" linkTerm="https://www.ala.org/aasl/aaslpubsandjournals/knowledgequest/archive/v40no2" linkWindow="_blank">http://www.ala.org/aasl/aaslpubsandjournals/knowledgequest/archive/v40no2</link> – Name: AN Label: Accession Number Group: ID Data: EJ964738 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 4 StartPage: 14 Subjects: – SubjectFull: School Libraries Type: general – SubjectFull: Library Services Type: general – SubjectFull: Librarians Type: general – SubjectFull: Change Strategies Type: general – SubjectFull: Educational Change Type: general – SubjectFull: Staff Utilization Type: general – SubjectFull: Needs Assessment Type: general – SubjectFull: Time Management Type: general – SubjectFull: Library Administration Type: general – SubjectFull: Library Personnel Type: general Titles: – TitleFull: The Maxed out Librarian: How I Learned to Keep Smiling and Remain Effective as a Solo Librarian Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Busch, Anne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 1094-9046 Numbering: – Type: volume Value: 40 – Type: issue Value: 2 Titles: – TitleFull: Knowledge Quest Type: main |
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