Including at Muller Road Middle School

Muller Road Middle School Librarian, Michal Hope Brandon, demonstrates the Include competency by:

• directing learner to contribute a balanced perspective when participating in a learning community
• establishing opportunities for learners to adjust their awareness of the global learning community
• facilitating experiences in which learners exhibit empathy and tolerance for diverse ideas
• leading learners to demonstrate empathy and equity in knowledge building within the global learning community

In order to implement these competencies, Mrs. Brandon keeps her collection (print and digital, fiction and nonfiction, and databases) up to date, teaches one class of advisory per grade level as part of the normal curricular schedule (which includes producing the yearbook, school newsletter, and blog), sponsors the school Quiz Bowl Team, works with teachers to determine curricular needs, and offers space for classes and programs to be able to use the library resources to fit their needs. In doing all of these things, Mrs. Brandon consistently demonstrates an understanding and commitment to inclusiveness and respect for diversity in the learning community.

Muller Road Middle School faces challenges, just like the other libraries do. Other challenges faced include funding, space and furnishings, and time to fully engage with all learners and teachers at the school. Mrs. Brandon said that even though he is on the regular schedule working with students in grades 6-8, this actually takes time away from her other librarian duties, and she does worry about getting behind on those.

There were no other additions to this interview. Mrs. Brandon is a driven and dedicated professional who has the trust of her colleagues and students. I hope that my own library is as much a safe haven for students as hers is.

Collaborating at Polo Road Elementary

Polo Road Elementary Librarian, James McTeer, demonstrates the Collaborate competency by:

• facilitating collaboration opportunities
• demonstrating the importance of personal, social, and intellectual networks
• promoting working productively with others to solve problems
• fostering active participation in learning situations

In order to implement these competencies, Mr. McTeer keeps his collection (print and digital, fiction and nonfiction, and databases) up to date, teaches K-2 as part of the normal curricular schedule, works with teachers to determine curricular needs, and offers space for classes and programs to be able to use the library resources to fit their needs.

During my visit, Mr. McTeer was facilitating a lesson to which not only promoted the school reading program sponsored by the Fireflies, the Columbia Minor League Baseball Team but also encouraged learners to read widely, challenged them to work with others to enable the development of broader and deeper understandings, and demonstrated how to solicit and respond to feedback. Using the story times during his K-2 classes on the regular school schedule, Mr. McTeer advocated and modeled respect for diverse perspectives to guide the inquiry process. He made a point to choose books from diverse populations to not only reflect the students themselves but also to enable students to develop empathy for other people's perspectives. Mr. McTeer conducted a Q&A session with the students in which he modeled how to solicit and respond to feedback respectfully as well as how to actively contribute to group discussions.

Polo Road Elementary School also has a dual-language immersion program. This creates special challenges in finding appropriate resources too. Other challenges faced include funding for more DLI materials, space, and time to fully engage with all learners and teachers at the school. Mr. McTeer said that even though he is on the regular schedule working with students in grades K-2, that actually takes time away from his other librarian duties, but by working with these students now, he believes will be making a long-term difference for them when they have a solid foundation for reading and researching in the library.

There were no other additions to this interview. Mr. McTeer is just what elementary students need, a passionate, driven, and dedicated professional who sees it as his mission to "start them off right."

Exploring at Blythewood Middle School

Blythewood Middle Librarian, Lorena Swetnam, demonstrates the Explore competency by:

• fostering learners' personal curiosity through the makerspace area and activities
• stimulating learners to construct new knowledge through the makerspace area and activities
• preparing learners to engage with the school community through the makerspace area and activities
• helping learners develop through experience and reflection through the makerspace area and activities

In order to implement these competencies, Mrs. Swetnam keeps her collection (print and digital, fiction and nonfiction, and databases) up to date so students and teachers have resources to conduct their research, has a dedicated makerspace area and makerspace activities within the library, works with teachers to determine curricular needs, and offers space for classes and programs to be able to use the library resources to fit their needs.

The Blythewood Middle makerspace and makerspace activities were the first ones I had a chance to witness in my school visits. The current roller coaster made of legos, Kinect stix, tiles, and other various objects were situated in the library itself where anyone could come in and try it out. Mrs. Swetnam said that it took the students who made it the majority of the 2017-2018 school year, and because they had worked so hard, she did not have the heart to take it down. During lunch, students with passes came in to sit in the makerspace area and do makerspace activities of their choosing. During the school day, other students came in and used a small, almost sound-proof room to create videos for themselves or for class projects. Mrs. Swetnam or Mrs. Bailes (the full-time library assistant) made a point to ask students about their creations, which allowed students time to reflect and question possible assumptions and misconceptions.

As with most libraries and programs, challenges faced include funding, space (that roller coaster takes up a lot of it!), student apathy, and time to fully engage with learners and teachers at the school.

There were no other additions to this interview. Mrs. Swetnam is a dedicated professional who provides premier library services and opportunities for her students and colleagues. I am grateful for being able to observe her library and interview her.

Inquiring at Westwood High

Westwood High School Librarians, Martha Brown and Kathy Carroll, demonstrate the Inquire competency by:

• teaching learners to display curiosity and initiative when seeking information
• promoting new knowledge generation
• guiding learners to maintain focus throughout the inquiry process
• implementing and modeling inquiry-based processes for learners

In order to implement these competencies, Mrs. Brown and Mrs. Carroll keep their collection (print and digital, fiction and nonfiction, and databases) up to date, work with teachers to determine curricular needs, and offer space for classes and clubs to be able to use the library resources to conduct their research.

During my visit, Mrs. Brown was facilitating a World War I Propaganda Poster Project for the visiting French classes that focused on using the primary resources in the French language. In this activity, Mrs. Brown used World War I posters in the French language to encourage learners to use the French language and symbols of World War I they have learned to determine what the posters were promoting. Mrs. Brown set up a gallery walk so students could "tour" the posters and jot down their initial questions and remarks about what they see. Then students paired up to discuss their notes together and fill in any gaps they believe they missed. After this paired sharing activity, the French teacher discussed the language and cultural attributions of the poster and the context of their use. With the assistance of the media specialist in devising, implementing, and facilitation the development of products, students were enabled to make real-world connections for lifelong learning as well as reflect on the learning process with others during this inquiry-based lesson. Mrs. Brown was also able to assist the classroom teacher in this process by constructing these tasks and leading them through this lesson.

While Westwood High School has special magnet programs devoted to inquiry-based learning, challenges faced include funding, space, student apathy, and time to fully engage with learners and teachers at the school.

There were no other additions to this interview. I was thoroughly impressed with how both librarians worked together. They were truly a team, and each played to her strengths. They were both devoted professionals who "know their stuff." As a French teacher myself, the WWI Propaganda Poster Project was a delightful way to see how the library can assist school subjects that may not seem in their regular domain.