Sunday, October 28, 2012

Solo Act Wrap-Up: 30 Second Insights

The Solo Act:  Wrapping Up with “30-Second Insights” from leaders in School Librarianship...

Dear HVLA Members,

I hope you’ve enjoyed this series on solo librarianship in school libraries. It was very interesting for me to research the literature and blogging out there on the subject and I certainly hope my sharing it with you left you with some worthwhile information and food for thought.

Just last week I had the opportunity to travel to LA to receive training for librarians in IB (International Baccalaureate) schools since my school is an IB candidate. The expressed importance of networking and professional development experiences throughout the literature I shared with you reverberated through my thoughts...This training experience was the first face time I’ve had with librarians in several months, and it was truly refreshing. For several days we shared resources, best practices and our experiences. Not only did it afford me the chance to establish some professional connections I will nurture and have for some time to come, but it granted me a feeling of solidarity that is missing in my daily life at school.

It is difficult to get time out of school--or time away from the responsibilities we have to our loved ones--to attend conferencing and tricky, for many of us, to gain access to the funding necessary to do so. It must be prioritized, though, even if it means setting a goal to attend just one of these events per year. These experiences pay dividends down the line that can sometimes turn out to be invaluable.  In the meantime, your local library associations can provide the missing face-time between professional development conferences.

In the spirit of solo librarianship I now leave you with a link to AASL’s “30-Second Insights” from leaders in our national professional community of school librarians who were posed the question:

What is one traditional activity school librarians should stop doing in order to increase time for strategic activities?

I think you’ll find their answers interesting and informative for your daily practice.


Laura Bishop, Membership Coordinator (2011-2013)

Saturday, October 20, 2012

The Solo Act: Part 2

Thoughts on being a "solo librarian"...

A couple of weeks back I put out a call to solo librarians to offer some of their thoughts and experiences. Several of you graciously offered your time and candidly answered a short series of questions that I posed. Here, in Part I of this blog post, are the responses! In the interest of providing for confidentiality, some name and place references have been omitted and replaced with and ellipsis notation [...]. In Part II, I will reflect on the essential thing that us solos—and all school library media specialists—must do in order to maximize our time and efforts: establishing mentorships and networking with our professional learning communities.

A very special thanks goes out to the solo librarians who have participated in this blog project. Your schools are tremendously lucky to have such passionate and dedicated school library media specialists!

Part I: HVLA Members on being Solo Librarians…

Q1: What analogy would you say describes the job you do every day?

A1: Running a never ending marathon.

A1:  Is "busier than a one-legged man in an ass kicking contest" an analogy?  No?  Well then, just let me add this to my to-do list over here...

A1: One thing at a time. Though this may sound cliché, there are so many tasks that my job entails; I make sure to focus on one thing at time so that I may do it efficiently.

A1: Oh gosh. I don't know. I feel like I'm always running around and juggling a million things at once (which I find exciting), but I don't know what to compare it to...

A1: Hmm, I don’t think I have time to create an analogy--the printer is broken and there’s a project due next period and our Proquest logins aren’t working…. Just kidding, but that’s how I feel day-to-day. I just came into this library in September so I don’t know if I can form an analogy yet.

A1: Fire Chief - every day I am presented with a large set of new tasks I must tackle with regards to planning workshop classes, collaborating with teachers, going over book lists, conversations with publishers, subbing, teaching, advising clubs, arranging displays, etc.  Also, as a media specialist I am constantly on the IT end of faculty and student difficulties with computers. Since accessibility is a key component to any successful school library, I make myself very available to both faculty and students - in doing so however, I feel like I am constantly putting out fires or explaining how to do so!

Q2: To what extent (or how) does your vision for your school library inform/affect your daily practice?

A2: One of my visions for the school library includes giving every student the chance to pick out a book that they love based on the genres they prefer. I make sure that I interact with every single student at our school, to develop a relationship with them and learn what they like and dislike in terms of books. This also helps me to better develop our collection.

A2: My vision for the direction I want to take our library in certainly does influence the library's day to day rituals. In order to get books into the library, I must work on hosting bake sales, book sales, and find other creative tactics. Our catalog is a mess and I have been working on solving the mysteries (700 books marked as lost currently) although some are here but have duplicate or faulty barcodes.  I work to find parent volunteers and teenage community helpers to work on shelving, cataloging, and other basic chores. I try to schedule authors. All of these things take a lot of time and leaving curriculum on the wayside.

A2: My vision IS my daily practice.  Maybe I'm setting my sights low, but I think the way I catalog, the way I order, the way I shelve is all part and parcel of my vision.  Most especially I think my vision is reflected in the way I interact with my teachers and students.
In your opinion, what qualities must a person possess in order to be successful at your job?

A2:  As a solo librarian, I feel like my vision for the library is constantly informing my practice, which is great because I can make whatever changes or try new things without having to ask anyone else.

A2: Since I just came here I think I am afforded a fair amount of say-so in implementing my vision. There wasn’t a strong librarian here for the past year so although the students needed some gentle reminders about how they should behave in the library, so starting from scratch means I was able to see my vision realized. Obviously there is the day to day issues--paper running out, unnecessary chatter, etc., but because I am a solo librarian it is my vision alone. I don’t need to shoehorn what I want into anyone else’s ideas or adhere to previously held beliefs/designs. Therefore what I do every day is part of my vision, because I’m creating it from scratch in the now.

A2: I know what a great library looks like and I know how a great library functions.  The quality and quantity of resources is always something on my mind, as is functionality and accessibility. As a librarian, I do my best to make sure I am informed of school curricula for every grade with regards to the collection, as well as personal knowledge on relevant subjects so that I can be used as a ready reference resource. 

Q: In your opinion, what qualities must a person possess in order to be successful at your job?

A3: Organized, flexible, patient, self-motivated, creative, willing to let students work the desk, and focus on the big picture.

A3: Independence, determination, a mule-like stubbornness, a flair for the dramatic and a slightly neurotic need to do it all.

A3: Flexibility, initiative, patience.

A3: In order to be successful as a school librarian at [...High School], one must have the ability to interact with teens and speak to them in a way that they can relate to. Since I am a solo librarian, my job requires that I be a leader and am able to maintain the library independently.

A3: I would probably feel this way in any other school environment, but seeing as I am a young, petite female in a school of 900+ teenage boys, I feel like I had no choice but to be an authoritative (though not authoritarian) personality from day one. I knew that I wouldn’t necessarily have someone else introducing me as a person to be listened to/respected and so I made a stand early on. I am also pretty adept at switching from several roles throughout the day--I may be doing collection development, then scurrying away to help a student with a computer issue, then heading back and remembering that I have to meet with a teacher about their needs all in a matter of minutes. If I wasn’t comfortable with being flexible in this way I would probably have a hard time. I think that a person with a bit more tech savvy might be even better than I am--I do find myself sending students down to the tech department more often than a person who might have had a tech coordinator with her might have to. However I just graduated from school in 2011, so I think my embrace of tech as well as strong foundation in the fundamentals has me uniquely suited for being a solo librarian, as I can be several people in one.

A3: Patience, diligence, dedication and enthusiasm are key components to being successful as a Library Media Specialist.  Patience with both students, faculty, administration, accounting and publishers is an invaluable virtue.  Diligence and dedication refer to the knowledge and maintenance of the collection both on the shelves, in the computer and in your own head! Enthusiasm is one of the most important aspects given the audience that we work with: children and young adults. We want to get them reading and keep them reading.  If they are feeling lost either personally or academically, we need to be a rock for them. They should never feel ill at ease for approaching the librarian for any matter because this is why we are here. It is important to be enthusiastic in the field and in practice to keep them comfortable and inspired while they are in school.

Q: In what ways do you feel your previous experience, training and schooling has informed your practice? Conversely, in what ways do you feel it was lacking?

A4: When I was working on my Masters, I was working at an affluent school for the gifted and felt that a lot of what we were talking about in classes did not apply to me. Alas, I have moved on to another job and now understand why differentiation was so important. My schooling taught me to promote the library (which is important!) and to collaborate with teachers (which supports the curriculum, makes meaningful connections and builds community.)

I was not adequately prepared to work with such a wide range of reading levels and am having trouble finding titles that the whole group is interested in and understands. Classroom management is a problem for me. I wish I had taken a storytelling class.

A4: School helped me understand collection development, cataloging and made me able to whip out enough jargon so as to confuse others when I need to.  My previous job (public) helped me understand and refine my passion for libraries, and helped me tolerate and navigate school bureaucracy.  My awesome style is all my own but my mad public relations skills were honestly honed doing lots of retail a long time ago (seriously, being a store manager was better experience than I ever gave it credit for).

A4: Since I’ve always worked and went to school at the same time, I have an ability to balance my duties well. Now that I’m done with school, I can focus on various work-related projects at once and get things completed.

A4: I've been working as a solo librarian for three years, but before that I was part of a terrific team of three other librarians. It was great to have support and be able to bounce curriculum ideas off of them and learn from one another. However, I also really enjoy being able to create curriculum and policies on my own. It can be overwhelming, but I really like challenges and being busy.

A4: As I mentioned just prior, the graduate education I had was a good preparation for solo librarianship. I completed the school library certification via Rutgers and while I felt that many of those classes focused more heavily on elementary and middle school students, the professors were realistic in assessing the state of education and taught the classes under the assumption that a librarian would be a solo. Therefore there was a focus on how to divide time and as I said above, how to be able to accomplish the goals of several in the body of one. On the other hand my past experience was in a library that was much more thoroughly staffed, so one of the things I miss is having a person with me to clarify or back up what I’m doing.

A4: My school (Queens College) gave me great ideas, tips, and reference instruction with regards to being a librarian for Children and Young Adults. They trained me to know what greatness is and what I should always be reaching for with regards to my collection and myself.  However one can read about students until they are blue in the face, but interacting with a mass amount of students one-on-one is a challenge I never had to face prior.  I don't think my school prepared me for the special needs aspect of students with regards to differentiated instruction.  Also, it tended to focus on classes and workshops for children not YA, and when I began my job I struggled as a librarian-teacher who teaches YA classes.

Q: What are the most important lessons you’ve learned, thus far, from your experience as a solo librarian?

A5: Let things go and do the best I can with what I have. Not everyone wants to collaborate and that is okay. Pick a few areas to focus on and do them well.

A5: As a solo librarian, I have learned that I must remain extremely organized. Since I am running the entire library, I have to remember many details, therefore making it imperative that I remember things such as each students first and last name, the policies and procedures, what books have been ordered or need to be ordered, etc.
A5: I hate cataloging.  I love kids.  I don't do well with authority but I love to make people happy, so it works out.  I really like working alone while being a part of the larger school community.

A5: I find that people/administrators don't always realize how much it takes to teach classes, manage an entire library, and support other teachers.

A5: I would say the most important lesson I’ve learned so far is to trust myself--that the combination of school/experience/personality I have has served me well and going with my gut (since I’m the only gut) will serve me well.

A5: Often librarians are looked at as secondary to teachers, and this is how things were for me when I began my job.  As a solo librarian I decided to do a lot of Librarian-Teacher outreach AND I publicized my accomplishments.  The more people see what it is you do, the better. You will be utilized more, gain widespread respect, and become an invaluable member of the faculty. The downside to this is that the library will often become secondary, but sometimes this is what is required in a school setting. Also, always make the effort to work with the students, they don’t always know to go to you for help so make sure they know you are a resource to them. Not only is it your job, but it’s good for the preservation of the industry in ensuring the positive outlook of libraries and librarians for future generations.

**Bonus/optional: If a library fairy godmother granted you with 3 wishes, what would you wish for?

A: An assistant, a budget that allowed me to order books more than one time a year, and smaller classes.

A: I’d only wish for an assistant, but wouldn’t we all

A: ONE: I would wish that I didn't have to advocate for the Library every fricking second and that everyone would understand exactly what I do all the time.  TWO:  I would wish for a shiny new facility with more (any) technology.  THREE:  BIGGER BUDGET!!!

A: 1.  An assistant  2.  An unlimited budget just to get the library collection up to scratch  3.  An extra hour or so in the day when I will not be disturbed so that I can just focus on the library and NOT the whole school.

Part II: Getting Connected and Staying Connected

Library Associations such as HVLA, ALA and AISL all provide membership in professional learning communities that offer support and resources for those practicing school librarianship. Active engagement within library associations diminishes feelings of professional isolation. A fellow HVLA member recently noted: 

HVLA was my lifeline.  Being able to share at meetings, especially when we had divisional breakouts on subjects of interest in between the tri-annuals; querying through the listserve; the larger meetings when they focused on round-tables or brought in an author or professor of interest – I never felt alone.

Another means to establishing a professional learning community could also be accomplished through organizing more regionally specific groups: within a district or borough, amongst alumni of particular MLS programs. Alternatively, focus-specific groups may also be set up: IB librarians, Charter School librarians or librarians working in special needs schools.

Addressing the growing trend of solo librarianship, Patti McCall, writing for the LIS jobs blog, suggests a number of tips to keep connected professionally: Joining a library association, pursuing professional development opportunities, keeping current with professional literature and, most notably, finding a mentor. I think this last piece of advice is particularly compelling. Being a self-described, “verbal processor”, I find it extremely helpful to have someone I can simply think out loud with or bounce ideas off of. Some of my best strategies and ideas have come about this way.  Besides getting valuable feedback on your ideas from an experienced colleague, this really helps as it is extremely helpful to gain affirmation for the decisions you make.

McCall rightly notes that some organizations will formally arrange mentorships, it is also something you can (and should) pursue on your own. Pursuing a mentor is something I wish I had done upon assuming my current position. Though it is not too late, it sure could have helped me during that overwhelming--and often tumultuous--first year as a solo.

Sadly, the reality is that systems for mentoring are not provided as often as they should in schools; this goes not just for librarians and support staff, but for teachers, as well. It seems the best way to establish successful mentor-mentee relationships would be for both MLS programs and library associations to provide their students and members with mentoring programs. While MLS programs will assign and require an advisor for their students, this is usually done arbitrarily and without a mentoring component.
Failing to create opportunities that would help provide support and cultivate professional growth is a disservice--not just to the solos among us--but to the newbies and recent MLS grads.  

It is a simple thing to offer as it requires no budget, and little in the way of legwork; we have members, constituencies at the ready. Moreover, it is an investment in the future of our profession. After all, the knock-on effect is inevitable and paying it forward would be the natural order of things considering the nature of librarians is to want to help others.

Naturally, formally constructed mentoring set-ups may not necessarily be as successful as those that grow organically from consistent dialogue and recurring contact with our colleagues via membership meetings, conferences and events. However, membership meetings--and conferences, in particular--can tend to be infrequent and the infusion of creative energy and camaraderie they offer is trampled by the grind of the every-day. At the least, we can offer mentoring “set-ups” for our members who are interested in either role.

I liken it to the blind date: things may not work out, but there is always the chance that they could...and how wonderful it is when they do!

By Laura Bishop, Membership Coordinator (2011-2013)

Monday, October 15, 2012

November Book Club

Thursday, November 8, 5:30pm

Elisabeth Irwin High School -- In the library!
40 Charlton Street
(between 6th Ave & Varick)

What We're Reading:
Son by Lois Lowry
Every Day by David Levithan

Thursday, October 11, 2012

The Solo Act

Thoughts on Solo Librarianship in School Libraries, Pt.1


Ok, comrades. I must begin this with a caveat: this first section is about my experience as a solo which, to be fair, has only spanned a little more than 2 years. That being said, what a wild ride it’s been! Feel free to skip over this slightly confessional editorial and move on to Part II where I discuss a little bit of the recent professional literature that’s out there. Go ahead, I won’t mind at all...promise! 

Two years as a solo, and counting...

Approximately two years ago I assumed my current position as the Upper School librarian for a brand new library in downtown Manhattan. My situation was exciting: I would be the inaugural librarian in a gorgeous, brand new facility in a very new upper school division of a very new school. Vision was essential and I had it! My situation was also daunting: I would be the only librarian responsible for building a library program (and this as my first formal School Library position having come from public and a maternity leave placement!).

I was a bundle of mixed emotions: enthusiastic and filled with the hope that comes with a new beginning, yet completely overwhelmed about the task that I had been entrusted with--alone.

It is safe to say that my first year could be summed up as such: treading water while integrating myself into the fabric of our school community. The most important accomplishments of that year were the fact that I established positive collegial bonds with faculty members and won their trust and that I did not give up, despite some very challenging circumstances. No mean feat, really, however I was disappointed that I had not been able to accomplish more of the goals I’d set for myself where curriculum and collection development were concerned. Looking back on it now, I realize that a number of circumstances--well beyond my control--limited me. Now, I am comfortable with the idea of limitations, whereas before I was not. A perfectionist with a lofty vision, I am now able acknowledge and accept my limits, as long as it is not for a lack of trying or taking at least a few baby steps in the right direction.

Every school is different. Each is a little country unto itself--unique culture, procedures, traditions, demographics, etc. This is important to recognize; take the experience of others into account--for sure--but with the understanding that your school is a different animal and certain ideas may not be such a good fit...or, at least, not for the time being.

Goals, I have learned, are only really useful when they are accompanied by a clear strategy with a system for measuring and checking one’s progress. This involves a great deal of strategy....sometimes down to the most concrete levels. Each goal can be broken down into many steps (something I failed to do at first). It is sometimes difficult to step back and realize we have actually been moving forward, one step at a time. Yet this is what I’ve been doing slowly--but steadily.

The piece of advice I’d like to offer to all librarians, not just solos, is this: Celebrate yourself!! It is not often that others in our school will give us the recognition we deserve for our commitment and hard work. Whenever I do get a compliment from a faculty member, I am over the moon! Of course I know when I’m doing a good job, but having that recognized by teachers means a great deal...It means that people are noticing what I do and, what’s more, they appreciate it. There were many instances where I had to be the one patting myself on the back and offering myself encouragement and “gold stars”--even if it was just for disasters avoided.

Best advice (also most cliche) I received from friends and colleagues: Rome was not built in a day. Second best bit of advice (also cliche) I received: pace yourself. These are still part of my daily mantra. When I get lost in the myriad tasks I must attend to and start to feel overwhelmed, both of these reminders have a palliative effect and seem to right me. I can stop, reflect and focus on the most immediate of needs and steps I need to take towards my goals. 

Enough about me...What does the literature say??

If you’ve read any school library news in the past few years you will be very familiar with the trend: flying solo is fast becoming the norm where school librarianship is concerned. Take the recent case of Philadelphia librarians that was recently brought before Pennsylvania’s state legislators where Mary Kay Biagini, a professor at the University of Pittsburgh, brought forth her study highlighting the fact that 103 schools in Philadelphia are currently without school librarians (a total of 128 statewide are currently sans librarian). A consequence has been that a number of existing Philadelphia school librarians must divide their time amongst several schools, juggling responsibilities for administration, instruction and development for several schools simultaneously.

We’ve all read of at least one instance that echoes the experiences of Phildelphia media specialists. These may be public schools but, in this time of recession era budgeting and politics, private schools are not immune to this trend. We all know of at least one school librarian in a private school that is the sole librarian in the building (without clerical support).

Knowledge Quest (KQ) published an entire volume last year (Volume 40, No.2, Nov/Dec 2011) dedicated to “The Solo Librarian”. I encourage everyone--not just solos--to have a gander.

In “Solo But Not Separate” Becky Pasco, professor and coordinator of Library Science Education Programs at the University of Nebraska states that, as a consequence of dwindling budgets and a tenuous economic and political climate “many, if not most, of today’s school library candidates will 'go it alone.” She asserts that graduate programs preparing future school librarians (should) play a crucial role as mentors by creating networks that support and nurture leadership in their candidates. This, she argues, is key to fostering the motivation and confidence of School Library Media (SLM) candidates, enabling them to embrace “their chance to be unique, autonomous, and independent” in effect lessening feelings of isolation and increasing chances for success. The necessity of collaboration with teachers is something we are all well aware of when we graduate library school these days, but Pasco makes a point of noting that collaboration takes many forms and our academic network is an important tool for collaboration which is not to be overlooked.

Tips and ideas abound in this issue of KQ. In “School Librarian + Postive Attitude=Quality School Library Program”, Nancy Terrell discusses her experience of losing all her library staff and her school’s technology integrator at the same time due to budget cuts. Her article emphasizes the importance of positive thinking and positive focus. She goes into detail describing the creative ways she learned to delegate tasks, proactively preparing for upcoming changes, simplifying and organizing her work flow.

In “Talk Me Off the Ledge” by Cynthia Karabush and Pam Pleviak, we are implored to identify and attend first and foremost to those tasks we deem as “high impact tasks”. As explained by the authors, these are tasks that hold the greatest value to staff and students. There is, say the authors a distinction to be made between a task that could be considered “urgent” and one that is "high impact" and, they assert, "high impact" tasks hold a higher priority. If a department or district meeting possesses a high degree of potential for creating the sort of rippling, outward effects that your library program needs to create in the school community, it is time well spent! --Even if it takes you away from the library and instruction.

One of my favorite articles in this edition of KQ is “The Maxed Out Librarian”. The article’s author, Anne Busch, emphasizes the importance of taking care of yourself. She encourages us to get a good night’s sleep and be sure to break for lunch each day. A happy librarian, Bush argues, means a nicer library environment and happy students. Amen!

One of the themes that commonly arises amongst all these KQ articles: setting and sticking to priorities. In her article, “Solo Librarians and Intellectual Freedom”, Helen Adams meditates on the fact that it is not realistic for any solo librarian to expect to cover the whole range of issues related to Intellectual Freedom (IF) and school libraries. Instead, she encourages solos to hone in on what appear to be the most urgent, timely or manageable aspects of IF curriculum. To illustrate how this might be accomplished, Adams offers the perspectives of three different librarians in different parts of the country as “case studies”. What comes to light in the different agendas and approaches of these librarians is that geography, school size, demographics and perceived needs all play a role in influencing the goals set by each librarian. Furthermore, there may be a handful of solutions or strategies for approaching an IF curriculum, but, in the end, one must distinguish which are the best possible approaches.

A second common theme is the importance of maintaining connected and in communication with librarian networks through professional associations, interest groups, conference groups, networking events, etc., etc. Nothing else has more potential to free us from feelings of isolation. 

Take the inspirational account offered by Robbie Nickel in her KQ article, "Solo Librarians Working Collaboratively", for example. Nickel and her counterparts in the Elko County School District in Nevada were responsible for library programs in a district that spanned two time zones (that is 17,000 sq miles people!). Through the use of interactive video equipment for video conferencing, strategized conference attendance and reporting, and the creation of their own professional development courses using online resources,  Robbie and other Elko County media specialists found that banding together left them feeling empowered rather than alone.

 Lastly, one quip I’d like to leave you with is something that I read on a blog, Jessica Olin’s “Letters to a Young Librarian”. In this entry, Olin--whose mantra is "network-network-network"--is venting about the fact that one of the major difficulties of being a solo is that you find--all too often--that your supervisors and co-workers will not really understand what you do. While this is frustrating, Olin points out that it can actually be liberating as this gives solos the opportunity to let themselves “off the hook” once in a while. --No one knows exactly what you’re supposed to be doing or how you should be doing it, so this gives you the space to focus on priorities and emphasize certain aspects of your program.

The librarians featured in these and other articles in last year’s edition of KQ have shared valuable strategies to maximize their time and resources. Overall, their experiences have shown them to be extremely creative and resilient. I am profoundly appreciative of their talents and their desire to share them with librarians everywhere.

Suggested Reading for Solos, FREE from Google Books:
How to Thrive As a Solo Librarian, Edited by Carol Smallwood and Melissa J. Clapp  

Please tune in for Part II of this blog series on Solo Librarianship where your fellow HVLA members share some reflections of their own.... 

--Blog Entry by Laura Bishop, Membership Coordinator (2011-2013)

Tuesday, October 2, 2012

Welcome to October!: Biblio-Mash-Up

Welcome to October, folks!

I'll be your resident blogger for this month...and what a month it's set to be! There are a lot of library-related developments taking place on in our schools, around town and nationally. Consider this first blog post a "mash-up" of all of the best that has flashed onto my radar for this month....

First and foremost, it's National Banned Books Week! (Sept. 30-Oct.6th)

There's still time for you to acknowledge this with a discussion or activity connected to our freedom to read and to celebrate teachers and librarians as ardent defenders of our first amendment rights.

Helpful links for Banned Books Week:
Center for the Book's official BBW site.
Resources from ALA, natch.
Resources from the American Booksellers Foundation for Free Expression (ABFFE).
Youtube Channel for ABFFE's "Virtual Read-Out".

October is doubly special... 

Did you know it is also National Information Literacy Awareness Month?

I (embarrassingly) did not!  As of September, New York State was one of 10 states to issue "Information Literacy Awareness Proclamations". To find out just what that might entail, visit the website of the National Foundation for Information Literacy (NFIL): Foundation for Information Literacy Website

BTW: Info Lit awareness month has also been decreed by Pres.Obama, himself, here.

Librarian Events coming up:  Delights await!...

Oct. 3rd-5th: Library 2.012: Worldwide Virtual Conference

Founded by The School of Library and Information Science (SLIS) at San José State University, this virtual conference explores the current state of the library profession, as well as it's future, through presentations and discussions by innovative librarians, educators and thinkers.

Oct.10th: Educator's Night @ Word Bookstore in Greenpoint, Brooklyn:

Preview new books, score some prizes and give-aways and meet author RJ Palacio of acclaimed KidLit-hit "Wonder"...All whilst you sip wine and nibble snacks. Not bad!

Oct. 29th:  Librarians Appreciation Night at McNally Jackson Bookstore in Soho

David Levithan, Sophie Blackall, Adelle Griffin, Tonya Hurly, Matt Luckhurst, Patricia McCormick, Matthew Reinhart, small press publishing Reps, large press publishing reps, raffles, give-aways, galleys, refreshments...need I say more?!


Lastly, I leave you with a round-up of some awesome blogs librarians should check out, if you haven't already! These are blogs I've found exceptionally interesting and useful, as of late...
"Interesting Non fiction for kids". Provocative reviews and discussions about creative non-fiction, K-12.
Classroom/Library strategies for implementing Web 2.0 projects & activities.
Very interesting Web 2.0-ish sight geared toward high school and college kids.
Blogs, forum, ideas and just plain awesomeness...
Find ideas and inspiration from the "Mighty Little Librarian" (aka Tiffany Whitehead)
Interesting literary blog from a 4th Grade teacher at Dalton.
A blog collective of female professionals from the world of Children's and YA book publishing.

Wishing you a fun-filled October in your libraries and beyond,

Laura Bishop

Membership Coordinator, 2011-2013