Post on 26-Dec-2015
Jackie WernerINFO 525: School Library
Programs and ServicesSpring 2010
Philadelphia Electrical & Philadelphia Electrical & Technology Charter High SchoolTechnology Charter High School
located in Center City Philadelphia, PA◦city population: 1,517,550◦43% Black, 41% White, 5% Asian; 12% Hispanic◦median family income: $37,036◦18% of families below poverty line
School Demographics◦grades 9-12◦enrollment of 625◦60% Black, 32% White, 2% Asian; 6% Hispanic◦62% qualify for free/reduced lunch
Mission: make students employable in high-tech 21st century industries
PET continuedPET continued
founded in 2002; library founded 2005library located by itself on the top floor
one librarian: certified teacher with MLS
6,050 booksthree public
computersno set budget
KIPP Philadelphia Charter SchoolKIPP Philadelphia Charter School
located in North Philadelphia, PA◦city population: 1,517,550◦43% Black, 41% White, 5% Asian; 12% Hispanic◦median family income: $37,036◦18% of families below poverty line
School Demographics◦grades 5-8◦enrollment of 345◦86% Black, 13% Latino/Hispanic, 1% White◦84% qualify for free/reduced lunch
Mission: develop the character and knowledge of students to succeed in college and beyond
KIPP continuedKIPP continued
founded in 2003; library founded 2006library located next to main office
one full-time volunteer without MLS
three public computers
no set budget
Forked River Elementary SchoolForked River Elementary School
located in Forked River, NJ◦Suburb population: 4,914◦97% White, .7% Black, .3% Asian; 3% Hispanic◦median family income: $59,830◦6% of families below poverty line
School Demographics◦grades K-4◦enrollment of 559
Mission: foster student achievement to develop life-long learners
FRS continuedFRS continued
founded in 1952library located at
one end of school
one non-teacher librarian with MLS and one PT aide
14,000 bookssix student
computers$0-$5,000
budget
collection “decent”—librarian wants to shake up middle-class, white focus
many lower-level books (students come in reading at 2nd-grade level)
“decent” science & biography sections
unclear on what databases available
shares responsibility with classroom libraries
focus on reluctant readers: fiction, graphic novels, sports, magazines
keeps up on popular series
many lower-level bookswere 20 databases;
over half cut for budget faculty don’t use library
booksmuch of collection
doesn’t go out
PET HSPET HS KIPP MSKIPP MS
massive book collection covers all interestsneeds weeding—20-year-old career booksno databases; students can only visit handpicked
websitesstudents very enthusiastic about reading
Forked River ESForked River ES
academically struggling schools must cover wider range of reading levels—high-level collection suffers
physical resources much more varied than electronic/digital
teachers do not use collection for teaching resources younger students (between and within schools) more
enthusiastic about checking out books new collections developed from list of recommended
books—PET librarian had to add curriculum-related
in a central positionlarge, open room—
but no windowsfurniture donated—
many long tables used for work and lunch
couch next to table with magazines
four computers are never all in use
located on 11th floor (and students can’t use elevators!)
fairly narrow and cramped—students couldn’t hang out while others working
comfortable chairs scattered around
only two computers online—students forced to work quickly
PET HSPET HS KIPPKIPP MSMS
very large and spaciousfilled with stuffed animals and students’ projectsMagic Whiteboard with long tables used as teaching
areaspace for two students to use one computer at a time
Forked River ESForked River ES
suburban library at least double the size of the city libraries; much more open and welcoming
all three libraries have interesting and appropriate decorations
cramped library space restricts library use; students do what they came for and leave so others can get a chance
no. of computers needed depends on how librarians & teachers encourage use (KIPP used for leisure, often free; PET used for research, always a wait)
librarian untrained volunteer—doesn’t teach
encourages special education students working in library
many students (especially special ed.) use library as leisure/break room
teachers bring classes to library, but librarian doesn’t participate
wants to bring classes in more often
teachers send groups of students to work on research projects
librarian helps students with teachers’ citation handouts and to find sources
students use only Google for research if not being directly helped
no teachers interested in collaboration
PET HSPET HS KIPP MSKIPP MS
school considers librarian teacher first, librarian second develops and delivers lesson plans designed for state & 21st-
Century Learners guidelines planned and taught collaborative unit with art teacher many teachers don’t think of librarian as teacher & aren’t
interested in collaboration tries to integrate all subjects into lessons, not just language
arts
Forked River ESForked River ES
teachers will not initiate collaboration!SLiMSs without teaching certification can still
follow AASL guidelines and teach librarians are often not seen as “real” teachers,
whether or not they do teach librarians who want to teach must do the work
themselves, from developing lessons to integrating standards to collaboration
only budget through grants, donations (books and money), & programs such as Reading is Fundamental
even furniture donated librarian doesn’t push
for resources because she doesn’t have the background
only staff a retired full-time volunteer
budget as needed—requests usually approved
donations often of books teens won’t read
many useful databases cut due to budget
single librarian extremely busy helping students research, keeping computer schedule, disciplining students, etc.
PET HSPET HS KIPP MSKIPP MS
expecting $3,000-$4,000 budget this year large budget for technology such as microphone & Magic
Whiteboard full-time aide used to be the norm, but replaced with part-
time after retirement have to end lessons early if students checking out books
and aide isn’t there
Forked River ESForked River ES
some libraries can’t plan purchases at all resources and support vary wildly depending on the
location of the school schools cutting back on library staff (even not hiring
a librarian at all) lower budget makes it harder to do your job (can’t do
in-depth research on in-demand computers, can’t plan to purchase materials for teaching and collaborations)
The biggest difference is the role of the librarian.◦ At PET, the librarian is a librarian. At KIPP, the librarian is
closest to a counselor. At Forked River, the librarian is a teacher.
◦ And it’s not as simple as state differences—New Jersey does not require teaching certification for SLiMSs, yet the Forked River librarian did the most teaching by far.
◦ The role of the librarian depends on two things: school support and the librarian herself. The PET librarian tries to initiate collaboration, but is kept
busy helping many students all working in a small space. The KIPP librarian has no training and used to be a nurse,
so she helps learning disabled students and lets all students use the library as a calm space.
The Forked River librarian is determined to integrate herself into the school and initiate collaboration, so she teaches.
Another obvious difference is budget.◦ The two city schools, coping with many disadvantaged
students reading well under their grade level, have libraries with no set budget, no support staff (or no trained staff, in KIPP’s case), smallish rooms in converted office buildings, and not nearly enough resources.
◦ The suburban school, attended mostly by children from middle-class families, has a library with thousands of books, a huge space, a library aide, and cutting-edge technology. (And even they have had cutbacks.)
◦ The reasons for this difference are obvious…and unfortunately, there’s not much to do about it besides fundraise, write grant proposals, and know what you’re getting into.
Get involved. The Forked River librarian volunteers for extra responsibilities so she can show she’s serious about teaching (and get to know the students).
Fight for what you need. The PET librarian was told two computers were enough, but she eventually got the third she needed.
Take the initiative. The Forked River librarian passed out collaboration interest forms when she arrived—and when she got no response, she kept on trying until she succeeded.