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Oh I wish I had fabulous advocacy tales to tell, from my last few months in my new librarian career, but I do not. I do think that I've learned pieces and will try them....  one question for my fellow classmates, do you use your personal name in Twitter - or do you have a Twitter handle?
I have been observant about the problems/challenges in our school and I think the best way that I can advocate is by making public the gaps that the library/library program is filling at the school. I'm game for trying it, and I'm sure it will feel more natural after awhile :)

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Hi, Brynn here! This is a video that give advice for promoting a school library.

I think that it is important to advocate for your library because if you don't who will! Librarians know the importance of having a library in the school. It is part of our job to share this with our school. We do not want to be another casualty. We want people to know that we do good work with our students and that we make the school a better place.

I also look for marketing and advocacy resources on Pinterest. I save them to a gigantic board called Library Notions. One day, when I have time, I will sort through this board and take out all of these materials and make a new board just for marketing and advocacy.

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I just started as a LTS in January, so I am thrilled to be able to gather all these great ideas and resources. This is something I need to be thinking about and working on. OK, I know it's not exactly "professional," but there are some great ideas for advocacy on pinterest. Just search "library advocacy."

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I just started as a LTS in January, so I am thrilled to be able to gather all these great ideas and resources. This is something I need to be thinking about and working on. OK, I know it's not exactly "professional," but there are some great ideas for advocacy on pinterest. Just search "library advocacy."

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January 10, 2014 -- By Carol Schmidt, MSU News Service

A study published by Jessi L. Smith, professor of psychology at Montana State University, and Meghan Huntoon, who was Smith's student at MSU when research was conducted, has found that gender norms about modesty help explain why women don't feel comfortable bragging about their own accomplishments. However, intervention techniques can help women to communicate more effectively about their successes.

"Women's Bragging Rights: Overcoming Modesty Norms to Facilitate Women's Self-Promotion" was published in the December 20, 2013 issue of "Psychology of Women Quarterly." Smith said the research, which sampled nearly 80 MSU undergraduate women, confirmed that women downplay their own accomplishments but have no trouble promoting a friend. Past research had already shown than men are not affected by modesty norms like women are. However, this was among the first studies to test ways to intervene to help women write about themselves effectively.

"We also showed that we can intervene positively, and women can absolutely write about their accomplishments effectively," Smith said.

Smith said she and Huntoon, now a doctoral student in psychology at Northern Illinois University, launched the study when Smith observed an interesting response to a request for submissions to an MSU Women's Faculty Caucus newsletter.

"Nobody responded about themselves. Not one," Smith recalled. However, many women told Smith about really great things happening with their friends and colleagues.

"We wondered what was going on, so we began looking at the research," Smith said.

Smith said they found that American women are reluctant to talk about their own accomplishments because cultural norms promote modesty. And, society disapproves of women who are perceived to be bragging about themselves. However, Smith said, American men who brag about their accomplishments are perceived as confident and capable.

"We live in a society where cultural gender norms are powerful and imbedded in our history," she said. "This is no way, shape or form to be blamed on women. It's just part of our culture, and it is our job to find ways to change these cultural norms."

Smith and Huntoon wondered if this could be reversed, so they devised a study in which four groups of about 20 mostly freshmen female students at MSU each were asked to write essays for a scholarship based on merit that ranged in value up to $5,000. The subjects were told that the essays would be used as samples to help other students improve their essay skills.

One group was asked to write essays about their own accomplishments; another group was asked to write about the accomplishments of someone else. A group of impartial judges evaluated the essays, awarding an average of $1,500 less to those essays in which people wrote about their own accomplishments rather than about someone else's.

In order to study whether the female modesty effect could be overcome, Smith and Huntoon had another two groups write essays about themselves and introduced a distraction. A black box of about 3x3 feet square was placed in the room where the students wrote the essays. The researchers told one of the groups of subjects that the box was a "subliminal noise generator" that produced ultra-high frequency noise that couldn't be heard, but could cause them discomfort.

"There is no such thing as a subliminal noise generator," Smith said. "It was total fiction. But, we had given them an explanation for any anxiety they felt while writing their essay."

The other control group wasn't told what the box in the room was. The group that had the black box as justification to explain their discomfort wrote essays that were awarded up to $1,000 more than the group that had no explanation. And they enjoyed the experience of writing more, too.

"The key here is that when women had an alternative explanation for why they might be feeling uncomfortable - the supposed noise generator- the awkwardness they felt from violating the modesty norm by writing about themselves was diverted, and they did just fine," Smith said.

Smith said the research has broad practical implications.

"Basically, people in authority positions need to put in place practices that make it feel normal for women to promote their accomplishments," she said. "Cultural shifts take time, so while we wait, our results also suggest that people should be proactive and promote the accomplishments of their female friends and colleagues to their bosses. Women were very good at promoting the accomplishments of friends."

Smith said she has already used the results of the study while she talks to search groups and pay equity task forces and others in a position to review applications from women.

"This sheds light on an important issue and brings into question how we look at self-nomination for awards, cover letters for job applications and even pay raises," Smith said.

"I tell them that the woman that you are reading about on paper is likely really more outstanding than she appears."

To read the entire study, go to: http://intl-pwq.sagepub.com/content/early/2013/12/20/0361684313515840.abstract

Jessi L. Smith (406) 994-5228, jsismith@montana.edu

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Bragging rights: MSU study shows that interventions help women's reluctance to discuss accomplishments

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Research published in the new issue of "Psychology of Women Quarterly" by MSU psychology professor Jessi L. Smith and Meghan Huntoon, an MSU student at the time of the research, found that while women dislike promoting their own accomplishments, it is possible for negative effects to be offset and to improve self-promotion.

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Cultural modesty norms & learning to brag! 

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Cultural modesty norms & learning to brag! 

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Claire here again! Here's an article that really struck me when I was first thinking about the "wall of success" I mentioned. Recently a Montana researcher did a study about how American cultural “modesty norms” impact women’s decisions about sharing their successes, which in turn negatively impact their professional lives. Jessi Smith, the researcher, gave a fascinating interview on NPR’s The Takeaway about her findings. One key finding was that there are interventions that can help mediate this anxiety and support women in taking the space that professional success demands. Since these cultural norms make it safe to assume that women are generally undervaluing or not taking credit for their work, ”impetus must come from the employer or educator to look for the outstanding things that women in their business are doing,” Smith says.

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One thing I'm being warned to expect is that I may very well need to advocate for the library against the principal. From what I'm being warned principals have a habit of taking money from the library budget and using it for teacher or building supplies instead. That is a fight I'm not looking forward to having to have. I would think that in that case a social media and student/parent involved movement would be the way to go.

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I think that an important advocacy tool can be your ability to share your knowledge. I know of a few librarians that share tips and tricks out to their fellow teachers in their building at regular intervals throughout the year. It is a great way to show that you have an impact by reminding teachers that you have knowledge to share and that you can assist. Using newsletter tools such as smore or creating a newsletter in Canva are great ways to push this out. I also know a librarian who submits a monthly report to her principle even though he does not require it of her. She focuses the report on the times she was able to push into a classroom or assist teachers with resources. Another thing that I think is important is to have that elevator speech ready to go. This is hard. I think that even personally I talk about what libraries can do. But again I am going to mention Simon Sinek's TED talk. Start with the why. The why is so much more powerful when advocating. We are doing all this to create life long learners. https://www.ted.com/talks/simon_sinek_how_great_leaders_inspire_action

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Claire here! This is a non-library advocacy trick that I think would be fascinating to adapt. My sister is a social worker, and one of the big challenges she has is getting the stories of people's successes from the front-line staff up to the grantwriters and decision-makers. The development staff *want* to know about what's going on, but there are often so many layers of bureaucracy involved that those stories get lost. She started a "wall of success" in her office where people could create kudos, write about clients' small and large successes, or share a particularly great story or moment. It took practice for people to talk about their successes! But as it took off, she had an amazing source of stories for development staff AND a new way for her to connect with her department. Imagine a wall of successes in the library (or in the staff breakroom)!

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I think a big part of advocacy is just letting people see what you do and Instagram is so fun for that. I wanted to start a class Twitter page last year but my kids were all about Instagram so we went that route instead. It's great for letting people outside of the class (or library) see what you're doing. Here's a good blog post about using Instagram: http://www.thedaringlibrarian.com/2015/03/say-yes-to-school-instagram.html

And here's a link to my class Instagram, just for an idea. (I changed jobs in November and I'm on spring break so there's also some personal stuff mixed in - but mostly what I'm reading and pictures of my dog, both of which my students really love. :) Next year I'll probably start from scratch with school-only stuff. https://www.instagram.com/mrsberminghamws/
- Heather B.

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Hi Everyone,
I am loving all of the great resources!!! I am currently completeing my fieldwork in a jr high. The librarian really does a lot to spread the word about what she does. One of the ways that she "get out there" is by hosting a teachers only Oscar's event. It is strictly for fun, but brings attention to the library. The teachers make predictions about who will win (they have to come into the library to cast their vote). . The person with the most correct answers wills a Barnes and Noble gift card.

Just a little something different that lets the teachers know who she is and that the library is available.

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I found this video about a middle school in which the library was rarely used. The library staff decided it was time for change and time for the students to take back their library. Instead of giving the library a "face lift" themselves, they brought the students in to decide what the library should be and what role it should take on in their education. Check it out!

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Marsh Middle School students take back their library

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In the past few years Dallas ISD sliced library funding by about 20 percent. Still, in fall 2010, the Marsh library received a much-needed renovation through a grassroots fundraising effort that put the students to work. About 40 students worked two-hour shifts, cleaning, painting and re-organizing, and in return, their library fines were waved.

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In my school our administrative team asked staff to use the Group Me app as a communication tool. We use it to request administrative help when needed, remind staff about school initiatives, or pass along good news. So, I use Group Me as an opportunity to advocate for the library. I send out pictures mostly. Middle School students don't use the library much at all - there is virtually no time in my current schedule to work with MS teachers or students. I have been advocating for this to change all year long and am hoping that it is different next year. I'm not confident that my Principal really gets how powerful the library-classroom connection can be, so whenever I have the opportunity to highlight anything MS that is connected to the library, I do. Our Superintendent's office puts out a weekly Animoto video highlighting great happenings from the week. I submitted photos as another opportunity for advocacy.

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Here's a fun advocacy video I found.  This is for a public library but I can see how something like this could be tailored for any library, advocating any aspect.  This would also be an awesome project for students to do!

https://www.youtube.com/watch?v=C0LhP1XfjwY

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I'm also a big fan of social media, but for something more tangible I'd recommend Advocacy Toolkits! AASLhttp://www.ala.org/aasl/advocacy/tools/toolkits has some and so does my state's organization, MAME https://drive.google.com/drive/u/1/folders/0BxqdMezK4MSyfkxJQmh1cXpvWmZmMGFUNlFSWUx1VW01aGNVTEFmNndib0tSMi1BSV8yYXM. The things I find most useful are the infographics! They are great to share with parents, students, and administration. My favorite sites to make infographics on are Canva and Piktochart!

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Leah Stone here.  For some reason my name is not coming up.  I also go to Twitter for advocacy ideas, and I also follow Jennifer LaGarde.  I was also able to meet her at the annual schools of the future conference in Honolulu, Hawaii.  It was very inspiring to hear her presentation on how not be a Zombie Librarian.  She was energetic, engaging, and brought a touch of comedy into a very serious subject in the school librarian profession.  

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Leah Stone here.  For some reason my name is not coming up.  I also go to Twitter for advocacy ideas, and I also follow Jennifer LaGarde.  I was also able to meet her at the annual schools of the future conference in Honolulu, Hawaii.  It was very inspiring to hear her presentation on how not be a Zombie Librarian.  She was energetic, engaging, and brought a touch of comedy into a very serious subject in the school librarian profession.  

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I also follow a few others that have ideas for advocacy in education and libraries
Shannon Miller
@shannonmiller-She does Follett presentations for future ready librarians
@MrKempnz-#whatisschool: great discussions on thinking outside of the box in regards to education
George Curos
@gcouros: Author of The Innovators Mindset.  A beautiful book on how to work within limitations and what you have.  Great ideas to build innovation in both teachers and students.
Diana Rendina
@dianaLrendina:  Wonderful resources to advocate for Makerspaces within school libraries.

Laura Gardner
@librarianmsg: SLJ 2016 finalist.  Middle school librarian.

Michelle Colte
@michelle_colte: 2014 SLJ librarian of the year and my past boss at Daniel K. Inouye E.S., Schofield Barracks, Hawaii.

I also follow a slew of Twitter chats where you can get even more ideas for advocacy and connect with other librarians/educators.  Here is a link to the Twitter chats for education: https://sites.google.com/site/twittereducationchats/education-chat-official-list
Some of my favorites are: #edtech, #tlchat, #makered, #digcit, #shelfietalk, #istelib, and #edtechafterdark

I also follow @librarianslead, @AASL, and host of other larger library organizations.  Of course following local county libraries and other school libraries also helps one gain ideas for advocacy.

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Social media can be such a powerful tool for advocacy, and the Daring Librarian herself, Gwyneth Jones, does an amazing job of it! If you're unsure of how to tackle Twitter, Instagram, Snapchat, and more as a librarian, check out her blog for a lot of great ways to start. http://www.thedaringlibrarian.com/

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I go to Twitter for advocacy ideas. Twitter does limit you to 140 characters and one video or photo, but it's a great place to start. After all, they say start small!

So, here are some of the librarians and organizations I follow that advocate for school librarians:

Kristina Holzweiss @lieberrian: School Librarian of the Year in 2015

Jennifer LaGarde aka Library Girl @jenniferlagarde: Librarian consultant. She is AWESOME. I was lucky to meet her last year at a mini conference in Rochester.

American Association of School Libraries @aasl: Really great Twitter account that promotes events, advocacy ideas, and #leaders.

Sara Kelly Johns @skjohns: Past President of NYLA and AASL. I believe she is teaching a course or two next semester!

John Schu @MrSchuReads: Ambassador of School Libraries for Scholastic.

(By the way, you don't need the password to access this padlet. You do, however, need to login with your Syracuse Google account (@g.syr.edu) to link your account, so that your name shows up.)