Interview with a Librarian- Part 4: Include

This is the fourth and final post in a series of blog posts on the American Association of School Librarians (AASL) standards and shared foundations. In each post I will be reflecting on an interview with a school librarian about one of the shared foundations. Although all six AASL standards and shared foundations are essential to the success of a library, I have chosen four to focus on in my blog series.

Curate- Make meaning for oneself and others by collecting, organizing, and sharing resources of personal relevance.

Explore- Discover and innovate in a growth mindset developed through experience and reflection.

Inquire- Build new knowledge by inquiring, thinking critically, identifying problems, and developing strategies for solving problems

Include- Demonstrate an understanding of and commitment to inclusiveness and respect for diversity in the learning community.

              For my final post I interviewed Kelley Rider about the shared foundation of Include. Kelley is the librarian at Pendleton High School (PHS) in Pendleton, SC. We started our discussion by talking about examples of ways that she implements the competencies in her library program. At PHS is she strives to purchase and promote library materials that are inclusive. The materials represent different interests, perspectives, life experiences, racial groups, socio-economic groups, religious groups, and more. Materials are also chosen to represent varying ability levels, formats (novels in verse, graphic novels, and children’s books, etc.), lengths, modes of delivery (physical material, digital material, audiobooks),  and genres. Ms. Rider also strives to cultivate an open and inviting library environment. She believes it is important that ALL students feel welcome in the library’s spaces. This requires an intentional effort to set clear procedures and expectations so that the greater school community is comfortable in the space because they understand the library is fair, open, and welcoming. Ms. Rider also uses the district, school, and library vision statements as a compass when making decisions about the collection or the library to prevent her own person preferences and biases for influencing that library. I admire Ms. Rider’s inclusive attitude and the intentional way that she goes about selecting materials for the collection as well as setting up her library.  Many people believe inclusiveness is simply choosing books that represent all types of people, but it goes beyond that to the reading levels, formats, modes of delivery, the library space, and the atmosphere in the library.

              We also discussed the resources she using within her library to implement the competencies under the shared foundation of Include. The school district mission, vision, and policies are used often. In addition to those she also references South Carolina Association of School Librarians (SCASL) and  AASL tool kits and best practices when implementing the Include competencies. She also utilizes book review platforms such Kirkus Review, Publishers Weekly, School Library Journal, Horn Book Magazine, and Booklist to make informed decisions about the materials that she is selecting for the library. Paying attention to some of the major book awards such as Coretta Scott King, Newberry Awards, Pura Belpre Awards, and the Michael L. Printz Award also informs some of her decisions about library materials. This is an excellent way to insure that quality materials are a part of the collection and that the library is an inclusive environment.

              We also discussed how she included collaboration while implementing the shared foundation of Include. Ms. Rider collaborates informally and formally. She says that she informally collaborates daily by brainstorming, asking leading questions, and giving advice or offering the library as a resource to teachers. Ms. Rider collaborates formally several times per month by teaching or co-teaching lessons . She assists teachers with curating inclusive collections of materials for teachers to use in lessons or units in their classrooms. She also collaborates with school leadership to plan inclusive book clubs and helping with the school reading plan. I know that using collaboration to implement the competency of Include will look different in the elementary library than in a high school library, but Ms. Rider has some excellent strategies that I can apply in my elementary library. 

              I asked about the challenges that she faces when implementing these competencies she communicated that she often feels pulled in many directions. She has worked hard to create a space that is the heart of the school, a hub for learning, collaboration, and school culture. She is excited to have accomplished that, but at the same time when so many students and adults use the library regularly, it becomes very busy. It is sometimes a struggle to balance everything but having a clear vision, understanding and adhering to policies, practicing clear and kind boundaries, and prioritizing the libraries goals helps to keep things balanced. However, as we all know, sometimes that is easier said than done. I can definitely see where this would be a struggle in the library. It is tough to accomplish and maintain all the areas things that are needed. I would also think that another challenge in being inclusive is there may be a time when books or materials are challenged by parents or community members because they are inclusive and may not be everyone’s personal preference.         

              Ms. Rider was very insightful and offered a different perspective than the elementary and middle school librarians I interviewed. She has created a very inclusive library and learning environment at Pendleton High School. That is obvious when you enter the library and see the students enjoying the library or when you look at social media and see all the great activities that take place in the library at PHS.

References

American Association for School Librarians. (2018). AASL standards framework for learners. AASL. https://standards.aasl.org/wp-content/uploads/2017/11/AASL- standards-Framework-for-Learners-pamphlet.pd